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Mastering Group Exercises: Your Path to Assessment Day Success

Download our Ultimate Assessment Day & Interview Guide 2022 here . (It's packed with tips, tricks and insider-secrets to help you succeed.)

Want to know how to pass a group exercise on your interview or assessment day? We have everything you need.

2 Useful Starting Point Resources

• You can listen to our podcast on how to succeed in a group exercise here .
• You can get a hold of a full suite of interview preparation tools here .

What Is the ‘Group Exercise’?

The group exercise (sometimes called the group discussion) is a common assessment centre activity widely used by most major employers in the UK and US.

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What Happens During a Group Exercise?

Candidates will work in a team to perform an activity while being watched by assessors. The assessors will make notes and score the candidates based on their respective contributions to the exercise.

The assessment centre group exercises can take a variety of forms. You may need to:

• Discuss a general topic or area of current affairs (e.g., “Migrants from Europe are draining the economy of the UK”)
• Debate a work-related problem before finding a solution and presenting it back to the assessors as a group
• Complete a task (e.g., work through a case study, role-play a scenario, or solve a puzzle.)

The team exercise is one of the most revealing assessment centre activities because it forces candidates into a social setting where they have to work together and deal with a mixture of personalities, all of whom are determined to succeed.

Assessment Group Exercises

Example group exercise: survival.

• You and your group have found yourselves in a perilous situation as described below.
• There is a long list of items that you can use to aid your survival, but you can only take a small number of these items with you.
• Your task is to work out between yourselves which items you will take and explain why you have chosen these items.
• The assessors will watch from the sidelines, with each assessor focusing on a specific candidate. They will play no part in the exercise and you will normally forget they are there.
• There will be no definite right or wrong answer to the task; the assessors are interested more in how you work as a team and the process through which you come to a group consensus. Group members will be scored on their individual input, rather than the overall result for the group, so someone may still do very well in a team that has failed to reach a conclusion.
• The exercise will usually last around 20 minutes. At the end of the exercise, a member of the group may be asked to present the list of chosen items.
• Read through the below exercise, and if possible, try it out with some friends!

Example Group Exercise: Practice Test

On your way back from a holiday in South America, your shuttle flight to the airport is forced to make an emergency landing in a small clearing in the Brazilian rainforest.

You, the pilot, and your fellow passengers have only sustained minor injuries, but the plane has broken into pieces and the communication equipment has been destroyed in the impact.

Before the plane crashed, the pilot had reported a problem with one of the engines, so there is a good chance that the authorities will start looking for you when you fail to arrive at your destination. However, the forest is very dense and it will take days to reach the edge of it on foot.

You cannot remain where you are as there is a danger that the airplane fuel will catch fire.

On searching through the wreckage and the remains of your suitcases you find the following items:

• A guide to South American plant species
• 3 elasticated luggage straps
• 6 frozen airline meals
• 4 blankets from the plane
• A pack of 24 anti-malaria tablets
• A 3-metre square piece of opaque plastic sheeting
• A tourist map of Brazil
• 2 large bottles of factor 12 sunscreen
• A mobile phone with GPS, fully charged
• 1-litre bottle of the local alcoholic spirit
• 3 boxes of chocolate chip cookies
• 4 current paperback novels
• A first-aid box
• A flare gun with one flare
• A Swiss Army knife
• A book of matches from the hotel

You are unable to carry more than 7 items from this list. Items containing more than one “>object still count as one item.

You have 20 minutes to reach your conclusion and present it back to the assessors .

Stop worrying! Download a 12-step assessment day cheatsheet & be perfectly prepared.

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Practice Makes Perfect

During your assessment centre group exercises, you should carry yourself properly. We will discuss that in a bit.

Remember: you can get a hold of a full suite of interview preparation tools here  and you can practice real assessment day exercises here .

How to Succeed in Your Group Exercise

It is important to set yourself apart during the group task. Making a good impression during this exercise can have a powerful impact on the assessors. Let’s look at some specific ways to succeed in the group exercise.

If Possible, Take the Lead

Whoever assumes the leadership role automatically gets a head start on the other competitors. Being prepared to show initiative and take responsibility in this way is viewed positively by most assessors. Don’t force it in an unnatural way – but if possible, take the lead.

A good way to position yourself like this is to offer to be the timekeeper during the exercise. Do this as early as possible in the activity. None of the other candidates will refuse your kind offer and it immediately puts you in a positive/responsible light in the eyes of the group and also the assessors . With this practical and collaborative suggestion, you have become part of the leadership and an ‘authority figure’ in the group!

Be Calm and Assertive, Not Aggressive

It can be difficult to put your personality across in a well-rounded way during the team exercise because every candidate wants to make a good impression and each candidate will have a different view of how best to achieve that. Some will be aggressive and dominating because they want to demonstrate drive, leadership skills, or passion. Others will be overwhelmed and feel so nervous that they struggle to get a foothold in the discussion at all.

Make sure you take part, be forceful if you need to be, but smile and be polite and positive at the same time. Strive to be calm and assertive rather than aggressive.

Include Others

Teamwork, cooperation, and the ability to listen to others are important.

Introduce Yourself to Everyone with Genuine Warmth

[Note: Ideally, this is something you should do before the group exercise.]

At some point after your arrival, the candidates will all be standing/sitting together, most likely feeling nervous and being very quiet as they wait to begin an assessment activity.

Use this time to introduce yourself to the others. Smile at them warmly as you shake their hands. Not only does this break the ice and project a confident image, it also gets them on your side and this will help you throughout this and other exercises.

People Love It When You Use Their Names

Make an effort to remember the names of other candidates. This shows that you are well-mannered and attentive, but it also demonstrates you have a good eye for detail and predisposes them to like you.

Be natural when calling their names, and combine them with a compliment such as “Great point, Emma?” or “What do you think, Tom?” This makes you seem personable and a team player.

Negativity Is Verboten

Regardless of what happens, do not be rude and criticise people in an out-of-line way. This reflects poorly on you and suggests you complain a lot. No one wants to hire someone who complains all the time and blames a lot of things on others.

Practice, Practice, Practice

Nothing will improve your performance on the day more than familiarity with the exercise. It will increase your competence and also make you feel at ease. If you are comfortable and relaxed, you will perform better.

You can listen to our podcast on how to succeed in your team exercise (a companion to this article) by clicking here .

Follow the 5 Killer Tips!

This short video rolls up the key points for you:

Positive & Negative Behaviours – Checklist

Lastly, here are some ideas on both positive and negative behaviours associated with the common competencies that are assessed during a group exercise  (+ indicates a positive behaviour and – a negative behaviour). Aim for the plus signs!

Teamwork + Who brings other people into the discussion + Who encourages other people’s contributions + Who builds on and adapts others’ ideas + Who appropriately challenges people’s views + Who volunteers to keep track of the time / take notes – Who talks too much – Who is insensitive to the feeling of others

Influence + Who helps shape the discussion and takes charge + Who keeps the discussion on track + Who ensures that everyone understands the objectives & whose points are accepted – Whose arguments are ignored/talked over

Communication + Who listens before contributing + Who contributes consistently throughout the discussion + Who is clear and concise throughout the discussion – Who is very dominant – always interrupting others – Who does NO talk at all

Problem Solving + Who uses the information provided effectively + Who provides creative solutions to the problems – Who wanders from the subject or introduces unnecessary tasks

Commercial awareness + Who understands the business and nature of the industry + Who ensures that the suggestions and recommendations are appropriate for the business + Who understands the brief and sticks to it

Related Study Guide – How to Prepare for DDI Leadership Test?

More Free Articles that Will Help You

• Do you have to take a numerical reasoning test or a verbal reasoning test ? If so you may want to check out the aptitude tests section of the site.
• You can find practice tests and tons of free advice on every other type of ‘reasoning test’ too: numerical , verbal , abstract , logical , inductive , diagrammatic , spatial , mechanical comprehension , UKCAT and Watson-Glaser tests .
• Worried about your assessment day? Maybe you’re worried about performing a presentation or preparing for an  interview or group exercise   or   in-tray exercise ?
• Perhaps you’d like some guidance on  how to deal with nerves & anxiety at your interview ?
• Lastly, the Tools and Resources page is packed with useful equipment and ‘A’ List recommendations that will make your life easier.

Final Thoughts

While an assessment centre team exercise can be daunting, coming in with the right mindset and preparation does wonders. For example, if you have worked on improving your   interpersonal skills, problem-solving abilities, and communication skills, you would not find it hard to listen carefully to others, work with them, and even assume a leadership role during a group exercise.

Do the work and trust yourself. It will work out.

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1. How Do You Succeed in Group Exercise?

There are a few key things to remember when it comes to succeeding in a group exercise: 1. Come prepared. Make sure you know the moves and have the right equipment. 2. Pay attention. It’s important to watch the instructor and follow along. 3. Stay focused. It can be easy to get distracted in a group setting, but it’s important to stay on track. 4. Have fun!

2. What Is a Group Exercise? Can You Give an Example?

A group exercise is when an activity where a group of people work together to achieve a common goal. An example of this would be a team project in school.

3. What Happens in a Group Exercise?

A group or team exercise can provide a sense of community, support, and accountability. It can also help people feel more comfortable trying new things and provide a sense of belonging. Group exercises can be fun and motivating, and they are a great way to get in shape with friends.

4. How Can an Individual Succeed in Group Assessments?

There are a few things that an individual can do to succeed in group assessments. First, be sure to participate in the discussion and offer your ideas. Next, be respectful of other people’s opinions, even if you don’t agree with them. Finally, be sure to stay on task and complete all of your work on time.

5. What Are the Benefits of Group Exercise?

Group or team exercise has many benefits, including:

• Increased motivation: Working out with others can help keep you motivated and on track.
• Increased accountability: When you have others relying on you to show up for a workout, you’re more likely to stick to your routine.
• Variety: Group classes offer a variety of exercises and routines, keeping your workouts fresh and exciting.

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Interviews and assessment centres

Group exercises: what to expect.

Abigail Lewis

21 Jun 2023, 15:38

The group exercise is a key part of an assessment centre day and helps graduate recruiters assess how you'd perform in the job. Find out how to impress them.

Supported by:

The assessment centre group exercise is used to see your communication and problem-solving skills in action, and to ensure that you can work effectively in a team. You need to support the group in completing the task that has been set, whether that involves discussing a particular issue, constructing something from bits of stationery, or analysing a complex business case study and presenting your findings. The best way to impress the assessors is to show yourself as a good team player – flexible, full of ideas but willing to listen to and help expand the ideas of others.

In recent years, some recruiters have switched to running virtual or digital assessment centres and, by and large, have continued with group exercises. However, a few have chosen not to. Instead, they have found other ways to assess the skills they would have through group exercises that better suit the platform they use – for instance, by adding questions to interviews. It's a good idea to be prepared to carry out a group exercise either way, whether as preparation to undertake one or so you know the kinds of skills the recruiter might assess elsewhere.

• Find out more about what to expect during virtual assessment centres, along with tips for how best to approach them

How to impress recruiters during a group exercise

• You need to contribute, but not to dominate. Be assertive, but not aggressive. If you are aware that you are usually a shy person who does not speak up, do your best to participate. If you know that you can sometimes be overbearing in groups, hold that tendency in check.
• Speak clearly and confidently. Listen and don't interrupt. If undertaking a virtual group exercise, you could suggest using the 'raise a hand' function or similar so you can all take it in turn to speak. Be aware of what others in the group are contributing. Try to draw out quieter members and seek their views.
• Be diplomatic. If one person is behaving in a dominant way, don't shout them down, but try to make sure that everybody gets a chance to share their thoughts. You can say things such as: 'That's a really good point [name], but [name] hasn't had a chance to contribute yet' or 'You've made some good points, but we haven't yet considered X, Y and Z and I think we should before coming to a decision'. Be prepared to compromise.
• Make use of the resources available to you. If you are in the room together, use the flipchart and pens provided; if you are communicating digitally, use the virtual whiteboard if there is one.
• Volunteering to be notetaker or timekeeper can be a good way to impress, as it shows that you are a considerate team player who takes responsibility. The flip side of this, however, is that you need to perform those functions well and make sure that you also contribute to the overarching discussions.
• Keep an eye on the time and stay focused on the overall objective. From time to time, summarise the group's progress, even if you aren't notetaker or timekeeper.
• Remember that you are not being primarily assessed on whether you reach the 'right' answer (often there isn't one), but on how you work with others. Take a look at our in-depth features on demonstrating communication and teamworking skills for more insights.

Example group exercise 1: the case study

This is probably the most common group exercise you will face at an assessment centre. In this type of exercise the group is given a set period of time to work together to respond to a case study brief, often a set of documents based on a real-life business situation. At some assessment centres the candidates may have already been interviewed about the case study brief on an individual basis. The group may be invited to present its findings as part of the exercise.

The case study scenario is likely to present the sort of challenges that you would encounter on the job and gives the assessors a chance to see how you would perform. Sometimes each candidate is given a different briefing document or role to play, and the group has to reach a conclusion despite the conflicting views of its members.

• Example case studies and how to approach them

Example group exercise 2: the discussion group

A discussion group involves group members being given a topic or topics to discuss. The nature of the topics can vary but usually they involve an issue of current importance to students or something that's been in the news recently. Sometimes they are related to the industry that the employer works in: candidates applying for construction graduate programmes may be asked how the industry could address skills shortages, for example.

You are not usually given time to prepare so it's a good idea to read a quality newspaper or current affairs magazines/websites (such as The Economist ) in the weeks before the assessment centre.

At the end of the discussion each candidate may be invited to comment briefly in turn on one of the group's conclusions, so it's vital to listen as well as to speak up.

Get the insights and skills you need to shape your career journey with Pathways. Gain a strong grounding in the various ways you can prepare for an assessment centre, so you can give yourself the best chance of success.

Example group exercise 3: the leaderless task

This group exercise is similar to a case study exercise in that each group member will be given an individual briefing document. However, it is often different from other people’s in the group. Typically, the task will involve making a business decision and each member of the group will represent different business functions, such as marketing, sales or operations. As a group you must come up with a decision acceptable to all within the time limit. No one in the group is designated leader and so the group has to find a compromise solution.

Example group exercise 4: the leadership task

Occasionally, when the organisation is particularly interested in testing your leadership skills, you will be asked to chair a meeting or act as leader of your group. Once again there will be a set task but this time you will be expected to be in charge and to lead the others to success. This is what the assessors will be looking for:

• A good leader delegates. The task cannot be done by you alone. You must divide up the work between the others.
• A good leader uses the strengths of others. You must identify the strengths of the individuals in your group and use them in appropriate ways.
• A good leader knows what's going on. Don’t get too involved in doing things. It's better to monitor what's going on and make changes if things don't work out

Example group exercise 5: the ‘build a…’ challenge

This is a classic way of seeing your teamworking skills in action, but for obvious reasons will only be undertaken at an in-person assessment centre. You might be asked to build a bridge or a tower from straw, paper and pins; you might be asked to put up a tent (tent poles and all); or you might be given another building task. Make sure the group doesn’t spend too much time discussing and designing and too little time building.

Example group exercise 6: the ice-breaker

Organisations use ice-breakers to help you relax and to help the group to gel. Sometimes ice-breakers can be a ‘build a…’ challenge, but sometimes they can be more discussion-led. You could be asked to introduce yourself to the group and share an interesting fact about yourself. Alternatively, you could be asked to introduce yourself to your neighbour and ask them questions, before summarising what you’ve heard to the rest of the group, for example: ‘This is James. He once ran a marathon for charity dressed as a Minion from the Despicable Me films’.

Another typical ice-breaker is to decide as a group what you’d save from a shipwreck to help you survive on a desert island.

Make sure that you throw yourself into the task, that you actively contribute, share information and listen to others. Although the ice-breaker’s primary purpose is to make you feel at ease, assessors will still be interested in how you express yourself and interact with others.

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What Is an Assessment Centre Group Exercise?

Group exercises - what will you be assessed on, how to pass an assessment centre group exercise in 2024, group exercises – how do you stand out in a group assessment, group exercises – what to avoid in a group assessment exercise, how do you prepare for an assessment centre, tips for your assessment centre group exercise (2024).

Updated November 10, 2023

You have beaten hundreds of applicants to reach the final stage of the interview process for your ideal job and have been invited to an assessment day group exercise.

You will likely be thinking, what’s involved? How many other people will be there? What are the activities, and how can I prepare ?

The purpose of assessment centre group exercises is to whittle down the number of viable candidates to a select few for each role. After all, it is not unusual for an employer to receive hundreds of applications for their most popular vacancies.

By assessing groups of candidates either at the company or at an external assessment centre, the employer can identify a strong shortlist of candidates.

This is much harder to do from a job resume alone.

As a candidate, it is important that you understand what is expected of you on the day to stand the best possible chance of securing the job.

So, here are a few trusted tips for your assessment centre group exercise .

Usually, an assessment group exercise involves 7–10 applicants who participate in a series of group activities.

The pre-set exercises are designed to assess everyone’s performance against the job description’s core competencies.

The purpose of each task is to find out who is most suited to the role.

The competencies being tested are often soft skills such as leadership, teamwork, influence and ambition, which are tricky to accurately judge by looking at a resume.

Therefore, employers use the assessment day group exercise to delve a little deeper into each applicant's psyche.

Practice Group Exercises with JobTestPrep

Virtual Assessment Group Centre

Traditionally, assessment centre group activities occur at designated centres or your potential workplace. However, it is not uncommon to be asked to join a virtual group assessment centre instead.

While you may not be stepping through the doors of the place where you wish to work, you will still get a good feel for the workplace culture and how you would fit in.

The move to a digital format is new and very much a result of the COVID-19 pandemic. While it is still a bit of an unknown, there is every chance that employers will continue with the virtual format indefinitely.

Maybe not for all job roles, but certainly for those in which being able to communicate through MS Teams and other online programs is essential.

In the same way as an in-person assessment centre, virtual assessment centre group exercises involve case-study-related exercises, discussions and real-life business challenges.

Usually, a virtual assessment centre group exercise will last a couple of hours (normally a maximum of three hours). However, there is no set rule. It depends on the job, how many people are in the group, and the number of activities you will be expected to complete.

Try not to worry about extended screen time. You will be given ample time for breaks between sessions, and the odd technology glitches will be expected. It is all part of the experience.

In simple terms, the purpose of an assessment group exercise is to evaluate how an applicant behaves within a group setting.

The series of tasks give the employer an insight into how confident you are. They let the recruiter know whether you are introverted or extroverted and have the right skills for the job.

Practice Group Exercises

But what happens at a group assessment centre, and what is the employer looking for?

If you are wondering where you start, here are a few tips for your assessment centre group exercise preparation.

Step 1 . Research Typically Assessed Behaviors

It helps to explore the typical behaviors each group task is designed to assess.

Although the job role will dictate the type of exercises, the typical skills being evaluated are:

• Confidence in the workplace
• Strong communication
• Logical reasoning
• Problem-solving
• Commercial knowledge

Within your allocated group of between 7 and 10 candidates (sometimes more), you will be presented with a real workplace challenge that requires the entire team to work together to find a solution.

It is worth remembering that assessors will often recruit for a series of vacancies in any given group exercise.

Therefore, not everyone in your group will be vying for the same position. The chances are that in each group, there will be a combination of applicants with varying degrees of experience and knowledge.

Do not feel dejected if you do not know as much as someone else in the group. Focus on how you can add value by drawing on your strengths.

Step 2 . Discover the Kinds of Exercises Involved

The type of exercises will depend on the number of people in any given group and the roles they are being assessed for.

However, most assessment group exercises involve at least one of the following:

Assessment Centre Case Study Examples

In a case-study-based exercise, you will be expected to either watch a video, read a passage or digest several pieces of information as a group. As a collective, your role is to work together on the task at hand. Usually, a key part of the task will be to present back to an interview panel.

If the job role is for a position that requires strong commercial understanding, you may be asked to present your ideas for a new product.

Here, a group presentation would need to demonstrate a strong appreciation of the competition, the product lifecycle, routes to market, cost analysis and how to overcome foreseen challenges.

In a virtual assessment centre group exercise, you might be invited to a breakout room where you will discuss your ideas as a collective and come to a solution.

Group Assessment: Discussion Exercise

You may be asked to participate in a group discussion on a workplace problem where there could be several different solutions.

In your breakout room, you will work as a team and use your logical reasoning to arrive at a commercially viable solution.

The employer will be looking at how and what each applicant contributes to the discussion. They will analyze your interpersonal skills in a group situation and how confident you are in communicating your ideas.

Group Assessment: Leadership Exercise

To assess your leadership skills, you could be invited to a role-play assessment day group exercise. You will be expected to enact a role-specific scenario that could legitimately happen in real life.

The role-plays are designed to test your response as a leader to an unexpected situation. It could be that your group is split into smaller groups, with each pair or individual holding a leadership role for a specific department. You will be assessed on your ability to think logically, act responsively, delegate and keep calm.

If you need to prepare for a number of different employment tests and want to outsmart the competition, choose a Premium Membership from JobTestPrep . You will get access to three PrepPacks of your choice, from a database that covers all the major test providers and employers and tailored profession packs.

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If you are wondering how you pass an assessment centre group exercise, the first thing you must do is look inwardly. Are you an extrovert or an introvert?

An extrovert is action-oriented, outgoing and very talkative. Introverts are a bit more restrained, reflective, self-aware, and may find group tasks more daunting.

There are plus points to both personality types, and employers recognize this.

However, employers appreciate people who can adapt their behavior to accommodate others within a team.

For instance, as an extrovert, you will need to be careful not to dominate conversations and overpower others in your group. Your enthusiasm may unintentionally come across as brash or overbearing.

As an introvert, you may need to come out of your comfort zone more than you usually would. While being an observer and a detailed person usually allows you to see problems that others may not, you need to remember that group exercises are time-sensitive. If you do not speak up, the employer is unlikely to realize your potential.

With this in mind, regardless of your personality type, here are some behavioral tips for your assessment centre group exercise:

Warmly introduce yourself – People usually make up their minds about another person within around three seconds, sometimes less. Approach other members in the assessment day group exercise with a smile and let them know your name. Remember, your body language also needs to reflect your warmth,so avoid crossing your arms and maintain eye contact.

Remember names – Make a point of using first names. This will instantly build trust and show the employer how much value you place on other people. If you are in a virtual assessment centre group exercise, user names may be visible. If they are not, you could make a note of them.

Be positive and consistent – You will almost certainly come across opinions and proposals that you disagree with. That’s fine, it is part of the assessment day group exercise. It is how you respond that matters. If you feel an approach is not going to work, you could explain why and introduce your solution in a way that invites the opinions of others.

Listen carefully – This may seem like an obvious one but listening to instructions is incredibly important. You would not want to be marked down on a task because you were not fully present.

Demonstrate you are listening – Whether you are an expressive person or not, you must be assessed to be a good listener. Smiling and nodding when you agree are useful visual cues to remember.

Contribute to discussion – This is one of the most essential tips for your assessment centre group exercise. Make sure you do not come across as passive. Stay focused on what others are saying and make a positive contribution. Always make sure you are bringing something new to the table, though. Empty words can be counterproductive.

Be solutions-driven – Contribute ideas that are of direct benefit to the company. You will need to have researched the company in detail to offer

market-informed solutions.

Propel yourself forward – You will need to make an effort to occasionally be first to answer an interviewer’s question. Take a balanced approach and be mindful of giving others a chance to answer. Never interrupt.

Be clear and concise – Make sure your answers and contributions are easy to understand by others in the room.

Do not be afraid to take the lead – Not everyone can take the lead. However, if you are particularly confident in guiding the group to arrive at a strong solution, step forward in a calm, unassuming manner.

Encourage others – Great leaders, and those who stand out to an employer, inspire and value people. During your assessment day group exercise, help co-interviewees develop their ideas. Be inclusive of others and allow quieter individuals to be heard. You will instantly stand out as a relatable and supportive leader.

Be inquisitive – Sometimes, in the heat and speed of discussions, the most obvious questions are missed. Do not be afraid to pause the conversation by questioning certain responses. Likewise, if there is something you are not quite sure about, ask the employer.

Diplomatically challenge – With so many other people in the room, you should be prepared to validate your opinions tactfully. The best way to do this is to justify your response with logical reasoning in a calm yet assertive manner. You will also need to accept that another person in the room could have a better answer.

Be part of the answer – Actively help the group conclude by agreeing on decisions and moving to the next step.

Thank everyone – Whether you liked everyone in the room or not, make sure you thank everyone in the group, as well as the interviewer. Professional courtesy will speak volumes about you.

Now that you know how to stand out in an assessment group exercise, what must you avoid at all costs?

There are six things you must consider, and almost all of them involve making a conscious effort:

Arrogance – One of the biggest tips for your assessment centre group exercise, especially if you are a confident person, is to avoid coming across as arrogant. While confidence is an attractive trait in an employee, arrogance rarely is. Employers are looking for team players – people who will inspire and encourage others and not rub them up the wrong way. You should avoid interrupting others, acknowledge other people’s contributions, be assertive yet not dismissive, and make sure that your body language reflects this. Avoid pointing or raising your eyebrows in disapproval.

Talking too much or too little – Be aware of how frequently you contribute to assessment centre group activities . If you talk too much, you will come across as overbearing. Too little, and you will be assessed as shy and maybe unknowledgeable. Try and strike an even balance between the two and observe other people’s expressions as you are talking. If they look engaged, you are adding value to the conversation.

Interrupting others – There is nothing worse than somebody who interjects when another person is speaking. Although you may be keen to share your ideas, the interviewer will instantly see the behavior as disrespectful.

Criticizing others – You can challenge opinions but if you are going to do this, remember to be respectful. Acknowledge where the other person’s view has value, and then discuss what the potential issues may be.

Insensitivity – It will be the first time you have met the other applicants, as well as the employer. Some people are more sensitive than others, so it is important that you are aware of what you say and the tone you use.

Going off topic – In an assessment day group exercise situation, going off topic can be a real distraction for others in the group. You may also be viewed as lacking attention to detail. Therefore, keep your answer or observation relevant to the discussion and your insights clear and concise.

A little preparation goes a long way. The most important thing is to read through the documentation the employer has sent you so that you know what to expect.

You should make a note of the assessment centre group activities you have been invited to participate in and what time you must arrive or log on (if virtual).

Most employers will list what you will need to bring with you on the day, so make sure you allow plenty of time for preparation.

You will also need to mentally ready yourself. With this in mind, the following tips for your assessment centre group exercise will help:

Familiarize yourself with the core competencies – By understanding these, you will have a strong understanding of what the employer will assess you on. It is good to have at least two examples of how you meet each of the core competencies .

Prepare a self-introduction – So that you are not caught on the spot, prepare a summary of yourself ahead of time. Do not be too exact with your wording, though – you will want to come across as natural and fluent when talking about yourself.

Plan a list of questions – Some exercises will allow you to ask the employer questions about the role and the company, so you will need to have some strong questions ready.

Rest up – Try not to work late into the night running through the tips for your assessment centre group exercise. Make sure you get enough sleep, drink plenty of water and ensure you have a substantial meal before setting off.

Practice stress-management techniques – A small amount of adrenalin on the day is a good thing, but you will need to keep your anxiety to a comfortable level. There are some great mindfulness and relaxation apps to help centre and relax the mind ahead of the big day.

Final Thoughts

Once you have navigated these tips for your assessment centre group exercise, the only thing left to do is enjoy the experience. After all, it is a great opportunity to meet new people, put your interpersonal skills to the test, and discover more about yourself.

Assessment group exercises are far more participatory than verbal and numerical reasoning tests , and paper-based competency questionnaires.

The benefit to you as the candidate is that you get a 360-degree insight into what it would be like to work for the company. The assessment day is as much about you as it is the employer. If you are offered the role, you will know with absolute certainty whether the position is an excellent match for you.

You might also be interested in these other Psychometric Success articles:

Or explore the Aptitude Tests / Test Types sections.

Assessment Centre Group Exercises: Examples and Tips for Success

Group exercises are an important part of assessment centre events for a wide variety of roles and companies.

Many people find it difficult to perform well in a group, but with the right practice and preparation, you can stand out from the rest and make a strong impression on recruiters.

In this free assessment centre group exercises guide we will show you:

• 3 common types of group exercises you could face at an assessment centre
• 2 real-world assessment centre group exercise examples
• 5 expert tips to help you stand out on the day

You can find our recommended assessment centre group practice exercises here .

What is an assessment centre group exercise?

The group exercise is one of several assessment centre exercises you may have to take part in on your assessment day.

You’ll be placed in a random group of 8-10 candidates and must work together to complete an activity in front of assessors.

The exercise measures your ability to work in a team, contribute, delegate and solve problems.

Each candidate is assessed individually on skills required for the role they are applying for, such as leadership, communication, influence, creativity, problem solving and commercial awareness.

Compared to other assessment centre activities like aptitude tests and interviews , the group exercise tends to be one of the most challenging because of its competitive nature.

You’ll be working with a mixture of personality types, and everyone wants to make a great impression.

Luckily, we’ve got plenty of tips, info and advice to help you approach the group exercise with the right attitude. Keep reading to prep yourself for success!

What to expect at assessment centre group exercises

There are three common types of group exercises you could face at an assessment centre:

• Case study or role play

Where you play out an imaginary scenario to try to overcome its particular challenges and get to an outcome that the majority of the group is happy with.

Where you must discuss and come to a conclusion about a work-related issue. You may also have to present your solution back to the assessors as a group.

A more informal exercise where you discuss a general topic, usually related to news or current affairs.

No matter which type of group activity you take part in, the format will be largely the same.

Before you start the exercise, you’ll get a short amount of time to read the brief.

Everyone in the group will be working with the same general information and scenario, but you’ll usually also be assigned a specific position to take or given some unique extra information to guide your interactions.

Then, you’ll join the other candidates to complete the activity in front of your assessors.

The exercise itself will normally go for about 10-20 minutes.

Assessment centre group exercise examples

Now let’s take a look at some examples of real assessment centre group exercises. Try these at home with some friends – it’s a great way to practise!

Here’s a general case study group exercise from JobTestPrep :

Group Exercise 1

And here’s a more in-depth, business-related group exercise from AssessmentDay :

Group Exercise 2

Get even more examples and the best assessment centre group practice exercises here !

Group exercises top tips video

Have a watch of this video from Career & Skills, these are some top tips from their graduate recruitment team…

5 pro tips to stand out at assessment centre group exercises

#1: contribute but don’t dominate.

It’s very important that you speak up and make your voice heard during the group activity.

Recruiters are assessing your contribution to the group, so if you stay in the background and let others lead the discussion, you won’t get the marks.

But at the same time, no employer is looking for someone who’s loud, overbearing and dominates the conversation.

Make sure everyone is included equally and gets a chance to speak, and if you notice someone sitting quietly and not saying anything, encourage them to contribute.

Be aware of your personality and be mindful of others in the group. If you’re naturally quite shy, or tend to be more aggressive, then you need to adjust your communication style to find a balance between the two.

#2: Follow instructions carefully

Read the brief thoroughly before you start and make sure you’re clear on the instructions. Ask for clarification if you’re unsure about anything.

During the exercise, try not to let the discussion get carried away or off topic.

You’ll want to stay totally on track with the brief you were given, so prioritise what topics or discussion points need to be worked through, and stick to them. Keep the time limit in mind!

#3: Do your research beforehand

Get more marks for your commercial awareness by finding out about the employer and role you’re applying for.

Show that you understand the company, what they do and what they value by using that information during the exercise and relating it to the task at hand.

Assessors are looking for people who not only understand the business and industry, but who also act appropriately for the role.

Make sure you offer suggestions and recommendations that make sense for the company and for its specific business environment.

#4: Don’t be afraid to take the lead

While it’s essential to not dominate the group or boss people around, you should still try to show your leadership skills in natural and positive ways.

For example, offer to keep track of the time at the beginning of the exercise, or proactively include other group members in the conversation by asking them what they think.

This shows you have initiative and don’t mind taking on responsibility, which can make you more memorable to assessors and give you a valuable leg-up over the competition.

#5: Practice, practice, practice!

And of course, the best thing you can do to prepare yourself for your assessment centre group exercise and stand out from the crowd is to practice.

Gather some friends together and work through the group exercise examples above, and then find even more practice exercises here .

You’ll get more confident, calm and comfortable with the exercise, which in turn will help you perform better on the day.

Some more guides to help you succeed…

• Numerical Reasoning: Numerical Reasoning Test Guide: 5 Proven Tips to Succeed
• Verbal Reasoning: Verbal Reasoning Test: What You Need to Know to Pass
• UKCAT: UKCAT Test Guide: 4 Secrets to UKCAT Success 2020
• Watson-Glaser:  Watson-Glaser Test: Everything You Need to Know to Pass
• Mechanical Comprehension:  Mechanical Comprehension Test Guide 2020

Group Exercise Success Guide: How to Shine at Your Assessment Day

Get a copy of our Ultimate Assessment Day & Interview Guide here. It comes with tips, advices, tricks and insider secrets that will help you succeed. 

Would you like to know how to pass a group exercise on your interview or assessment day? Do not worry as through this guide we shall help you succeed. 

Starting-point resources

• Listen to our podcast here and learn how to succeed in group exercise.
• Check out our full interview preparation tools here. 

What is the group exercise?

Group exercise or group discussion is another type of assessment centre activity which are often used by most employers in the UK and US. 

What happens during a group exercise?

You will be grouped with other candidates and you will work together with them while you are being watched by assessors. The assessors will note down their observations and score based on your contribution/s to the exercise. 

The exercise could come in different forms and you might need to:

• Discuss a general topic or area of current affairs
• Debate a work-related problem before your present it to the assessors. 
• Complete a task such as solving a puzzle, role play or do a case study.

This type of exercise is one of the most revealing activities which shows how candidates act in a social setting where they have to deal with different types of personalities. 

Example Group Exercise- Instructions

Sample Group Exercise: Survival

• You will be given a dangerous situation and you will be provided with a long list of items which you could use for your group’s survival. The only dilemma is you could only bring with you a small number of items.
• Your goal is to work with your group and discuss which items you should take and explain why you chose those items. 
• The assessors will observe you and your groupmates. Each assessor is assigned to a specific candidate. Take note that they will not play any part in your exercise. 
• There are no right or wrong answers. The main goal for the assessors is to check how well you work in a team and what process you had to go through to be able to get into a group agreement and consensus. Members of the group are scored individually. 
• The exercise will last about 20 minutes. A member of the group might be asked to present a list of chosen items
• Read through the example exercise below and try it out with some friends.

Practice test

 “On your way back from a holiday in South America, your shuttle flight to the airport is forced to make an emergency landing in a small clearing in the Brazilian rainforest.

You, the pilot, and your fellow passengers have only sustained minor injuries but the plane has broken into pieces and the communication equipment has been destroyed in the impact.

Before the plane crashed the pilot had reported a problem with one of the engines, so there is a good chance that the authorities will start looking for you when you fail to arrive at your destination. However, the forest is very dense and it will take days to reach the edge of it on foot.

You cannot remain where you are as there is a danger that the aeroplane fuel will catch fire.

On searching through the wreckage and the remains of your suitcases you find the following items:

• A guide to South American plant species
• 3 elasticated luggage straps
• 6 frozen airline meals
• 4 blankets from the plane
• A pack of 24 anti-malaria tablets
• A 3 metre square piece of opaque plastic sheeting
• Tourist map of Brazil
• 2 large bottles of factor 12 sunscreen
• Mobile phone with GPS, fully charged
• 1 litre bottle of the local alcoholic spirit
•  3 boxes of chocolate chip cookies
• 4 current paperback novels
• First aid box
• Flare gun with one flare
• A Swiss Army knife
•  A book of matches from the hotel

You are unable to carry more than 7 items from this list. Items containing more than one object still count as one item.”

Practice makes perfect 

Get a hold of our full interview preparation tools here and practice your assessment day exercises here. https://www.assessmentday.co.uk/buy/aptitudetest_buy.htm

How to succeed in your group exercise

This now your chance to shine. Try to make a good impression while doing this exercise. How to do that?

If possible, take the lead

The one who takes the leadership role will automatically get noticed. This shows the assessors you are initiative and is not afraid of taking responsibilities. Do not however, force it but if possible try to take the lead. This is a good position to be. You could also try to offer to be the timekeeper during the exercise. 

Be calm and assertive not aggressive

This could be a little difficult as everyone in the group would like to make a good impression and some could be very aggressive and dominating but it is important that you stay calm and assertive. Do not be overwhelmed or nervous during the discussion. 

Tip: Ensure that you take part in the discussion and be polite, positive and smile. This is better than being aggressive.

Include others 

Teamwork, your ability to listen and cooperation are just a few things that the assessors would look for. Try to include other members of the group who are very quiet is a major plus. 

Introduce yourself to everyone with genuine warmth

This part is something you should do as soon as you arrive. Most candidates would feel nervous and would do this at the start of the activity. It is best for you to start as soon as you arrive. Greet others, smile warmly and introduce yourself. This will help you project as someone confident and warm all throughout the exercise. 

People love it when you use their names

Try to remember the names of people you are in contact with- other candidates and even the assessors. This will show that you are well-mannered and attentive. It also shows you have keen to details. This could earn you, additional points. 

Negativity is verboten

Never ever criticize anyone in this exercise. This will show that you are a moaner and not a team-player. 

Practice, practice, practice

If you want to improve your performance, we highly suggest that you get yourself familiar with the exercise. This will increase your confidence and competence as well. 

Podcast – listen to our podcast here and get additional tips on how to succeed this group exercise. 

Positive and Negative Behaviors

These are some ideas on positive and negative behaviors related with competencies that are assessed in a group exercise. 

Teamwork + Brings other people into the discussion + Encourages other people’s contributions + Builds on and adapts others ideas + Who appropriately challenges people’s views + Who volunteers to keep track of the time / take notes – Who talks too much – Who is insensitive to the feeling of others

Influence + Helps shape the discussion and takes charge + Keeps the discussion on track + Ensures that everyone understands the objectives & whose points are accepted – Whose arguments are ignored / talked over

Communication + Listens before contributing

+ Contributes consistently throughout the discussion

+ Clear and concise throughout the discussion

– Who is very dominant 

-interrupting others’ contributions

– Who does NOT talk at all

Problem Solving + Who uses the information provided effectively + Who provide creative solutions to the problems – Who wanders from the subject or introduces unnecessary tasks

Commercial awareness + Understands the business and nature of the industry + Ensures that the suggestions and recommendations are appropriate for the business + Understands the brief and sticks to it

Final questions for you…

• Will you be taking a numerical reasoning test or verbal reasoning test? If yes, we suggest that you check out our aptitude tests section.
• You could find practice tests and get free advice on other types of reasoning tests like numerical, logical, verbal, abstract, inductive, Watson- Glaser, spatial, diagrammatic, mechanical comprehension and UKCAT
• Are you worried about your assessment day or performing a presentation or preparing for an interview or group/in-tray exercise?
• Would you like to get some guidance on how to deal with nerves and anxiety at your interview?
• Check our tools and resources page. 

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Group Exercise At Assessment Centres

When applying for a job, particularly as a graduate, you may be asked to attend an assessment centre to take part in a group exercise. This later stage of the interview process is designed to test communication skills and assess how well candidates work in a team.

What is a group exercise?

Group exercises take place in assessment centres and involve candidates working in groups of 8–10 to complete a task or solve a problem.

Each team is assessed throughout the process and every candidate is observed to see how they behave and perform within a group situation. This gives interviewers a good idea of how you work with others and how they envisage you fitting into the company.

Typically, the exercise starts with each applicant being given details of the problem or task and having time to think about how they would approach it. They are then put into groups and must voice their ideas and work together to find a solution.

The exercises are usually short and you may be asked to take part in several throughout the session, working with different combinations of people.

If the group can’t come together in person, the exercises may be carried out remotely. This involves each candidate accessing an online video calling tool to ‘meet’ their interviewers and peers. In this instance, the tasks or problems presented will be designed to work virtually, and the teams will be observed by an assessor who sits in on the session.

What competencies does a group exercise assess?

A group exercise gives your interviewers the chance to assess very particular skills. They are:

Candidates need to demonstrate that they can work well alongside their peers. They must show that they have the social skills to communicate confidently, without being either overbearing or shy.

Concentrate on being an active part of the team and speaking up when you have something to say. The interviewers will be observing how people interact and what roles they take within the group.

Some candidates naturally possess leadership skills and will try to steer the group. Others will sit back and take stock of the situation, offering a valuable contribution when relevant. Both types of people are needed for a team to work well together, so do whatever comes naturally to you.

Assertiveness

A group interview is not the time to let your nerves get the better of you. If you’re too shy to speak, your interviewers will assume that you have nothing useful to add.

That said, assertiveness is not talking over people or raising your voice to get your point across. It is the ability to command the attention of your peers to put forward your ideas considerately.

Interviewers want to see who in the group is innovative, so this is your chance to make an impression. Be bold in offering up new ideas to find creative solutions to the problem posed.

Analytical skills

Problem-solving is a key component of completing the group exercises effectively. Every stage of the process requires solid analytical skills to generate the best end result.

In a group exercise, it becomes clear who can use analysis and critical thinking effectively and interviewers will be looking out for these skills.

What are the different types of group exercise?

Open discussion.

The candidates are given a topic or subject to discuss; often something relevant to the type of work the company undertakes. Sometimes a random topic is chosen to provoke opinions and encourage active participation, particularly if it presents a moral or ethical dilemma.

Alternatively, the topic of discussion could be a current news event, so make sure you are well read in the lead-up to the exercise.

Group case study

As part of a case study exercise , candidates are presented with an example of a business case relevant to the company, including relevant documents, evidence and data.

You will then be asked how you would work through the case as a team. This allows the assessors to see how you manage real examples of the work you’ll be expected to do if you get the job.

Assigned roles

In a group exercise that involves assigned roles, every member of the group will be given a job role, much like they would in a company. Every member gets their own brief which explains what their particular role entails.

They then have to stay within the parameters of their own role while coming together as a team to produce an outcome. This is a good reflection of a real situation where different colleagues work together on the same project, all offering different skills and approaches.

Ice breaker

Usually an informal group exercise, an ice breaker is used to introduce the candidates to one another and to overcome the awkwardness that sometimes comes from being in a pressured environment.

Interviewers know that people work better when they feel comfortable with their surroundings and colleagues, so an ice breaker might be the first exercise of the day. An example of an ice breaker group exercise is to build a tower from craft supplies.

Leadership exercise

If the assessors want to observe the leadership qualities of a specific candidate, they will assign them the role of the group leader. This challenges the chosen group leader to manage different personalities, delegate tasks and oversee activities when under pressure.

If you’re chosen for a leadership role, be confident and embrace the responsibility. A common mistake is to take on too much of the work or to micromanage team members. Avoid both of these pitfalls by delegating work and trusting your peers to fulfil their role to a high standard.

Tips for performing well in group exercises

• 1. Be confident. You get one chance to show how well you can work as part of a team, so make it count. Be yourself and let your personality show. Work on managing your nerves and doing the necessary planning beforehand so you feel well prepared and confident on the day.
• 2. Be assertive. You won’t get any extra points for hanging back and letting other people speak over you, so stand your ground and get your voice heard without interrupting or talking over others. Make sure your ideas are heard but don’t become overbearing.
• 3. Show you’re a team player. If you have natural leadership skills, demonstrate them in a respectful and encouraging way. If you prefer to get on with the task in hand without having to manage other people, make sure you are a driving force behind presenting a solution. You might be a great communicator and can bring quieter members of the group in to share their ideas. A team needs all kinds of personalities to work well, so be yourself and play to your strengths.
• 4. Stay positive. Negativity within a team can be toxic and damaging over time. Stay upbeat even if you’re finding the situation difficult. By encouraging your teammates and boosting morale, you’re adding an important element to the group dynamic.
• 5. Focus. Your aim throughout the group exercise is to show that you can work with a team to achieve a common goal. Although the communication and teamwork aspects of the assessment are vital, if you also display a commitment to getting the job done – on time, and to a high standard – you stand the best chance of success.

How to prepare for a group exercise

There are ways you can prepare for a group exercise, even when you don’t know what will be involved. To get an idea of what kinds of tasks you might be asked to carry out in a case study exercise, research the company to find out the projects it takes on and the types of clients it works with.

It’s advisable to stay abreast of the national and global news in the lead-up to the exercise, so you are well informed if presented with a discussion about current affairs. Pay particular attention to topics relevant to the industry you’re applying to work in.

Become familiar with the structure of group exercises to help you feel prepared, so you can be relaxed and confident on the day.

Most importantly, have confidence that you have earned your place in the group, so demonstrate your skills and let your personality shine through.

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Group Discussion Exercises 2024. Practice Exercises. Full Guide.

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Are you a recruiter or hiring manager looking for candidate pre-employment assessment tests and tools including aptitude tests? We invite you to visit our Assess Candidates website.

What is a group discussion exercise? Why are group discussion exercises used by employers? How to pass group exercises? If these are questions on your mind, then this is the guide for you.

In this article, our experts dive into all you need to know about group exercises at assessment centers. Discover what to expect from these exercises, which employers use them and the top tips you can use to prepare for group discussion assessments.

Our website provides practice assessment centre exercises that can be used to prepare for a group discussion assessment in the recruitment process. Start your practice to prepare for group discussions .

Wondering whether you should be practicing to prepare for your group exercises? According to the Chartered Institute of Personnel and Development (CIPD, 2020), around one third of employers use assessment centres in their application process.

Experiencing the office environment is a significant factor for candidates in recruitment. Moreover, it was felt that feeling personally valued with a potential to have a career at the company are more important which are possible to achieve virtually. Institute of Student Employers (2020)

What is a Group Discussion Exercise?

Why are group exercises used at assessment centres.

• How to Prepare for a Group Exercise

Examples of Group Discussion Exercises

8 tips to pass a group discussion exercise, how are group exercises assessed, which industries use group exercises, group discussions faqs.

Let’s get started!

A group discussion exercise, also known as a group assessment interview, is an assessment center exercise where 5-15 candidates are paired together to work on a given task to complete. Group discussions are often used by employers to assess a candidates’ interpersonal skills.

Good to know: During a group discussion, each team and individual is observed throughout the exercise to see how they work together and interact to finish the task at hand. By doing this assessors can understand how well you work with your team members, and how you contribute and interact with everyone within your team.

For a quick guide with example tasks and our top group discussion tips to pass your exercise, check out our video below:

Online Group Discussion Exercises

Online assessment centres are increasingly becoming more common for remote jobs. It is therefore likely that your group discussions may be held virtually.  In which case, you will be required to log in to the video call software where the group exercises will be carried out.

Good to know : Virtual group exercises are useful for assessing how candidates perform for remote jobs, where your group will be observed by your interviewer on an online platform such as: Skype, Zoom, Google Meets, etc. 

Check out more information about virtual assessment centres and why employers use them in this quick video below:

There are a few key reasons why employers use group exercises to test job candidates at assessment centers. Below are the two main reasons why recruiters use group discussion assessments:

• To measure competencies

Group discussion assessments contain various elements which allow assessors to test to see if you and the group have the skills required for the role. These competencies often include:

• Problem Solving
• Communication
• Negotiation
• Team working 
• Time Management
• Understanding of the business

Keep reading below to discover how group exercises are used to assess these key skills.

• General knowledge of the company’s culture

The second reason why group exercises are used is to gain an understanding of whether candidates are the right fit for the job and the company, as the assessors observe how you approach job-specific tasks as a team. Throughout the group discussion your behaviours and actions will be measured against the company values and culture.

Keep reading to discover our top tips to prepare and pass your group discussion assessment.

How to Prepare for a Group Discussion Exercise

Here are 4 super useful group discussion tips you can use to boost your preparation ahead of your exercise:

• Do your research: Check the company’s culture and value from their website. Consider how the ideal employee would act. Read through the job description to understand the key competencies required.
• Practice: Practice discussion exercises with your friends or family members and gain feedback on your performance. Use the feedback to understand key strength and development areas.
• Do further research: Another key aspect you are likely to be assessed on is your business acumen. Stay up to date with the latest news about the employer and the industry the company is in. 
• Develop your confidence : Communication and confidence is key in group discussions. Hone your spoken communication skills ahead of time by practicing with friends, family or using our interview practice platform to gain feedback on your communication abilities.

So what do group discussion tests usually involve? Continue reading to find out more!

There are a few most commonly used types of group exercises discussions that are used by employers during assessment centers to assess the candidates. The type of group discussion used will depend on the requirements of the role and the employer.

Here are 5 most commonly used group exercises used at assessment centres:

1. Problem-Solving Exercise

Candidates are given tasks individually. Once the tasks are given, interviewers check out the candidate’s strengths and weaknesses. Once the candidates are done with their tasks, they meet together within their group and discuss how they solved their task, and what they should have done better.

2. Presentation Exercise

In this exercise, candidates will be required to work together as a team to research on a given topic or case study and present under timed conditions on how they would tackle the scenario and provide a shared conclusion with suggestions or ideas.

3. Case Study Exercise

Here, the interviewer can bring up a topic for each group to discuss.  This topic or case study can be a task or scenario that the company has already tackled in the past. During this case study exercise, the interviewer will place you and your team under timed conditions and will be carefully observing how your team approaches the case.

4. Team Collaboration Exercise

This group exercise is used by interviewers for job roles that involve working with teams often. This exercise is mostly used for entry-level positions and for other positions where candidates will be required to be team members. The recruiter aims to see if you can communicate effectively with your team.

5. Role Playing exercise

You and your fellow team members will be given roles to play in a scenario. Your group will be required to discuss and make decisions based on the information provided in order to resolve the situation.

Your assessor aims to measure how you can handle responsibility and the actions you would take as part of a team. Similarly, the assessor will be assessing how your other team members work with you to reach the common goal. 

Example Role-playing Exercise

In the group exercise, you may be asked to play the role of the manager of a small team who is in charge of developing a product that will be launched next fall season. During the making of this product, you found out a co-worker in your team was not meeting up to their given tasks for the project. 

Here are some actions you can take for this role play assessment example:

• Privately discuss the issue with the co-worker to understand the cause, and offer support or additional resources as needed.
• Reallocate the co-worker’s tasks to other team members who are able to work in this area of production.
• Discuss with the team to review individual responsibilities and the timelines to ensure everyone is on the same page for expectations for the remainder of the product development process.
• Offer any additional training or coaching to help the co-worker improve their performance for their tasks and meet expectations.

Good to know: Your assessors will evaluate your performance based on specific criteria or competencies, such as your communication, problem-solving, interpersonal and leadership skills.

Ace your next assessment centre with us using our 10 full sets of exercises including group discussions, role play exercises, presentations and more in our Assessment Centre Prep pack .

Now that we’ve covered some example exercises often used by employers, how do we ace these group discussions? Check out the below super easy-to-follow group discussion tips you can use to pass your next exercise:

• Stay confident : Confidence is often assessed as part of the exercise. Take deep breaths to remain calm and remember the practice you’ve done to prepare.
• Focus on the task: A key way to keep calm and determined is to focus on what you have been required to do. Consider the purpose behind the situation, what skills you need to show and how you can resolve the situation effectively.
• Ask questions: Don’t be afraid to ask the recruiter questions about the task. You could gain further information on what the interviewer expects from you and further details on the situation.
• Check your body language: Make sure you demonstrate good body language and maintain relaxed eye contact. When you are listening to others, be attentive and show this by nodding and through subtle gestures of agreement. 
• Manage conflict: Avoid direct confrontation with your team and the assessor. Allow others to speak too in group discussions and avoid being too forceful or speaking over others.
• Contribute during the discussion: Don’t choose to be the quiet one! Actively contribute during group discussions where natural. Interviewers will be looking out for this.
• Keep time: Keeping a check on the time can earn you good points. Suggesting that you will keep a check on the time and providing regular updates throughout the discussion can also work well. 
• Involve others: Keep an eye out for those individuals who do not say anything and take the opportunity to ask them their thoughts. The assessors will love this, the individual will be grateful to have been given a chance to speak and of course, you will be recognized for this.

The way that group discussions are assessed often vary depending on the type of assessment and the specific needs of the employer. Often, employers use precise criteria of competencies to grade each individual in a group. 

Good to know : Assessors may score your performance on a scale for each of the different competencies that you do or do not show. Alternatively, assessors may use a checklist which states whether you meet the job requirements based on key characteristics and skills.

Below are some of the key competencies assessors will mark you against in group discussion assessments:

• Character/Behavior: How you behave in a group exercise gives the employer insight into how you would behave if you were employed in the company. These are often measured by your spoken communication, body language and actions.
• Listening and communication: Employers want to know if candidates effectively listen to the needs of their co-workers, clients or customers. You are likely to be assessed on how well you pay attention during the exercise, such as by taking notes and your body language.
• Reasoning and analytical ability: Being able to solve problems effectively and efficiently is key for many employers. The assessors will observe how well you work with the team to approach a problem and find an optimal solution.
• Teamwork: Employers are constantly looking out for team players. The assessors will look out for candidates who can work with people well, help others, and not make others feel left out of the team. 
• Leadership skills: Good leadership skills and the ability to take responsibility are often sought by employers, such as for managerial positions. An effective way to demonstrate leadership skills is to help lead the discussion and influence others. 
• Ability to follow instructions: Employers want to know if you can take and carry out the instructions given. A good headstart is to read the instructions on the candidate brief carefully, and to ask any questions for clarification if unsure.

Good to know : Communication and confidence are essential skills to display in any group discussion. Ensure to contribute to discussions and help lead the discussion to demonstrate these throughout.

Discover more about competencies, other ways these are assessed and some quick tips with this short video below: 

A variety of industries often involve the use of group exercises to assess job candidates in recruitment processes. Check out these industries include:

• Hospitality
• Retail and Customer Service
• Sales and Marketing
• Engineering and Construction
• Consultancy
• Public Services

Employers in these industries use this exercise to test the ability and competency of job candidates and to see if they are the right fit for the company. Here are just some of the many companies that use of group exercises in their hiring process:

Get ahead in your group discussion assessment preparation with GF and discover real experience with how these top employers assess you through group exercises and gain professional tips to improve your performance against competencies. 

Find out more answers to questions people are asking for group exercise assessments with our FAQs below:

How long is a group exercise?

During group exercises, candidates are given around 15 to 30 mins to discuss the task and to come up with a shared solution or conclusion. Candidates may then be required to present their findings under timed conditions or write up a report.

How to stand out in a group discussion?

Here are 5 key ways you can stand out in a group discussion: 

• Dress smart
• Communicate confidently
• Listen to and involve others 
• Lead group discussions
• Ask questions

What do employers look for in group exercises?

Employers seek to assess how well candidates work within a team. Assessors often measure candidates during these group exercises through various competencies such as: communication, confidence, interpersonal skills, time management and problem solving ability. 

What are the golden rules of group discussion?

• Organisation
• All candidates were treated equally
• Effective communication
• Focus on others
• Time management
• Demonstrate skills
• Manage body language

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Group Exercise

A group exercise is an assessed discussion exercise involving a small group of candidates.

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Page contents:

Free group exercise download, group exercises and how they work, what does a group exercise assess, what you should know before taking a group exercise, types of group exercise, general group exercise advice, how to behave in a group exercise, how assessmentday can help, key takeaways.

Updated: 2 September 2022

Group exercises, sometimes called group discussions, are a common exercise used by employers. Each group exercise will vary in its detail, but the style and format tend to follow a common format. We have designed a typical style of group exercise, which you can download below. Feel free to download the exercise, print it out and sit the exercise with friends or colleagues. Please respect our copyright though; if you want to use this for anything other than personal use you will need our permission.

Download a free group exercise (PDF)

Use the instructions document for taking part in the exercise. Use the candidate guidance document to get an insight into what assessors typically look for and for help with reflecting on your own performance.

What is a group exercise?

A group exercise is a task or activity that is designed to assess a candidate's teamwork, communication skills, problem-solving abilities, and other relevant competencies. It typically involves a group of candidates working together to complete a task within a specified time frame, while being observed and evaluated by assessors. The exercise could be a case study analysis, a group discussion, or a simulation exercise that is relevant to the job role or industry.

Group exercises are a common selection technique used by graduate recruiters to assess candidates at the assessment centre stage of the recruitment process. Group exercises are often used in graduate schemes for positions requiring collaboration and team work such as management consulting, finance and IT. Candidates will be assessed in groups of 4-16, and provided with a work place relevant problem, or scenario requiring the entire team to work together and solve this issue. The task will be relevant to the industry being recruited for, and candidates may or may not be working with candidates applying for the same position. Throughout the duration of the test all candidates will be observed, and their behaviours and performance will be noted by the recruitment staff.

Key takeaway

There are many variations when it comes to group exercises, some may take the form of a role play exercise such as a mock meeting. Similarly it may involve a problem solving scenario, requiring candidates to work as a team and solve the issue/identify the solution.

Group exercises typically assess a candidates behaviour in a group, and the overall group dynamics involved in the exercise. Typical factors assessed in a group exercise include:

• team working ability
• social skills, confidence and communication skills
• business acumen
• leadership potential and influence
• capacity to deal with deadlines under pressure
• how compatible a candidate's skills and behaviour are for the role
• interpersonal skills, i.e. listening skills, persuasion, diplomacy, mediation, composure, patience etc.
• decisiveness and critical thinking ability

Because of the work place relevance of these exercises, recruiters can use group exercises to predict how a candidate will perform in the real work place, making this a useful selection tool. Not only can the group exercise be used to highlight and identify strengths and role relevant behaviours, but it can also be used to identify negative behaviours such as aggression, short-temperedness and single mindedness.

It is important to remember that group exercises will be a contributing factor to the selection process, employers are unlikely to base these decisions solely on the group exercise, so don't panic if you have never done one before. Well in advance of your assessment day you will be informed if a group exercises will be part of the selection procedure, as with all other assessment tools. As a result if you are required to undertake one, you will be given time to prepare.

Did You Know

Due to the highly relevant insight into candidates behaviour gained during group exercises, it is considered a powerful and reliable tool, which will play an important factor in the recruitment decision.

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Depending on the organisation and their selection procedures, the format of the group exercise may vary considerably. The three most common group exercise formats are:

• 1. Practical tasks: The most common form of group exercise, the group will be given a task, usually a problem solving task and will be required to find the solution. These tasks may or may not be workplace relevant, for example candidates may be asked to build a tower out of straw. The function of these exercises will be to test the teams coordination and team working ability, more so than individual knowledge or individual contribution.
• 2. Discussion: You may be asked to perform a leaderless group discussion, in which candidates will be presented with a work place relevant scenario or problem. The group then must address this issue and find a logical conclusion, for example identifying a problem with an organisation/department and agreeing on steps to resolve this issue.
• 3. Role-play exercise: Candidates may be asked to undergo a group role-play exercise. In this exercise candidates will be provided with a particular role, background information on the situation and full briefing. An example of a group role-play exercise is a mock meeting, in which each candidate assumes a specific role, and must fulfil their respective objectives and the group objective.

These recommendations can help you succeed during your group exercise, and ensure that you impress recruiters and stand out from the crowd.

• 1. Stay as calm as possible: Composure, ability to work under pressure and confidence are highly prized competencies which recruiters look for. Performance anxiety can be a mixed blessing as too much of it can hinder performance, but a moderate amount may sharpen focus and keep you on track. Just remember that the other candidates will be just as nervous as you are, and recruiters are fully aware of how nerve racking assessment centres can be. So remember that no one is expecting you to be totally laid back (recruiters would not think you are taking it seriously if you were) but do your best to keep your composure and focus during the exercise.
• 2. Be yourself, but on a good day: You should always try to be yourself during these exercises, but at the same time try and highlight your strengths and your key competencies, while actively holding back some more negative instincts which may arise. For example if you are natural leader, then let your ability shine, however if your leadership style is aggressive or overly pressured, try to ignore these instincts and be more diplomatic and democratic.
• 3. Research the role before the assessment centre: It may seem like common sense, but arming yourself with the knowledge of the role, the industry and the organisation can give you a clear vision of what they will be expecting in the group exercise. For example if you are applying to a management consultancy, having background knowledge of the consulting industry, and particularly the industry which that company operates in can give you background knowledge which may be applicable to your group exercise.
• 4. Not too much, not too little: Recruiters want to notice you in the group exercise, they want to see you express your competencies and abilities as best you can, however, they do not want narcissists that love the sound of their own voice. An important part of teamwork is contributing, and helping others contribute, after all, it is a GROUP exercise!

Knowing how to act can be difficult in group exercises, and being observed can make things even more challenging. Here are some behavioural and interpersonal tips on how to present yourself in a group exercise:

• 1. Introduce yourself: Very important to introduce yourself to the rest of the team, this can help break the ice between you and show recruiters you are taking steps to build rapport with your team.
• 2. Get the team to introduce themselves: Another important step in ensuring that everyone feels comfortable around each other, and this will show recruiters that you are taking the initiative and organising the group.
• 3. Call everyone by their name: Once you know your fellow candidates' names, use them in conversation. This will help put everyone (including yourself) at ease, and show recruiters that you can build rapport, treat everyone as individuals and can make strong first impressions.
• 4. Never give negative feedback to other candidates: If a candidate generates an idea which you do not agree, do not criticise them, even after the exercise has finished. Not only will this put the team on edge and make them feel less comfortable around you, but you will seem less diplomatic and less patient, putting off recruiters.
• 5. Collaborators not competitors: Do not think of your peers as your competitors for the position you want. Similarly do not try and show off, or out-compete your peers, it's a group exercise and facilitating team work will impress recruiters. Aggressive individualism, over competitiveness and not supporting team members is a serious put off for recruiters and will be noted as poor performance.

AssessmentDay offers a specialised assessment centre pack offering a selection of practice assessment centre exercises, along with guidance on exercise performance. Our pack contains multiple group exercises, and includes non-role assigned exercises and an assigned-role group exercise. These group exercises may be used to conduct a mock group exercise with your friends and/or provide individual insight into how group exercises are conducted and assessed. Similarly, we offer a free example group exercise, which can be downloaded free of charge.

Group exercises at assessment centres are a common part of the hiring process. The aim of these exercises is to evaluate a candidate's ability to work effectively as part of a team and assess their communication and problem-solving skills.

Key points for candidates to keep in mind during group exercises include:

• Active listening and effective communication are crucial
• Balancing being assertive and collaborative is important.
• Be aware of time management and ensure the group stays on track.
• Respectfully challenge ideas and provide constructive feedback.
• Be aware of body language and maintain eye contact.
• Follow the instructions carefully and pay attention to details.
• Try to stay calm and focused, even in stressful situations.

By demonstrating these skills, candidates can increase their chances of success during group exercises and impress potential employers.

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14.3 Problem Solving and Decision Making in Groups

Learning objectives.

• Discuss the common components and characteristics of problems.
• Explain the five steps of the group problem-solving process.
• Describe the brainstorming and discussion that should take place before the group makes a decision.
• Compare and contrast the different decision-making techniques.
• Discuss the various influences on decision making.

Although the steps of problem solving and decision making that we will discuss next may seem obvious, we often don’t think to or choose not to use them. Instead, we start working on a problem and later realize we are lost and have to backtrack. I’m sure we’ve all reached a point in a project or task and had the “OK, now what?” moment. I’ve recently taken up some carpentry projects as a functional hobby, and I have developed a great respect for the importance of advanced planning. It’s frustrating to get to a crucial point in building or fixing something only to realize that you have to unscrew a support board that you already screwed in, have to drive back to the hardware store to get something that you didn’t think to get earlier, or have to completely start over. In this section, we will discuss the group problem-solving process, methods of decision making, and influences on these processes.

Group Problem Solving

The problem-solving process involves thoughts, discussions, actions, and decisions that occur from the first consideration of a problematic situation to the goal. The problems that groups face are varied, but some common problems include budgeting funds, raising funds, planning events, addressing customer or citizen complaints, creating or adapting products or services to fit needs, supporting members, and raising awareness about issues or causes.

Problems of all sorts have three common components (Adams & Galanes, 2009):

• An undesirable situation. When conditions are desirable, there isn’t a problem.
• A desired situation. Even though it may only be a vague idea, there is a drive to better the undesirable situation. The vague idea may develop into a more precise goal that can be achieved, although solutions are not yet generated.
• Obstacles between undesirable and desirable situation. These are things that stand in the way between the current situation and the group’s goal of addressing it. This component of a problem requires the most work, and it is the part where decision making occurs. Some examples of obstacles include limited funding, resources, personnel, time, or information. Obstacles can also take the form of people who are working against the group, including people resistant to change or people who disagree.

Discussion of these three elements of a problem helps the group tailor its problem-solving process, as each problem will vary. While these three general elements are present in each problem, the group should also address specific characteristics of the problem. Five common and important characteristics to consider are task difficulty, number of possible solutions, group member interest in problem, group member familiarity with problem, and the need for solution acceptance (Adams & Galanes, 2009).

• Task difficulty. Difficult tasks are also typically more complex. Groups should be prepared to spend time researching and discussing a difficult and complex task in order to develop a shared foundational knowledge. This typically requires individual work outside of the group and frequent group meetings to share information.
• Number of possible solutions. There are usually multiple ways to solve a problem or complete a task, but some problems have more potential solutions than others. Figuring out how to prepare a beach house for an approaching hurricane is fairly complex and difficult, but there are still a limited number of things to do—for example, taping and boarding up windows; turning off water, electricity, and gas; trimming trees; and securing loose outside objects. Other problems may be more creatively based. For example, designing a new restaurant may entail using some standard solutions but could also entail many different types of innovation with layout and design.
• Group member interest in problem. When group members are interested in the problem, they will be more engaged with the problem-solving process and invested in finding a quality solution. Groups with high interest in and knowledge about the problem may want more freedom to develop and implement solutions, while groups with low interest may prefer a leader who provides structure and direction.
• Group familiarity with problem. Some groups encounter a problem regularly, while other problems are more unique or unexpected. A family who has lived in hurricane alley for decades probably has a better idea of how to prepare its house for a hurricane than does a family that just recently moved from the Midwest. Many groups that rely on funding have to revisit a budget every year, and in recent years, groups have had to get more creative with budgets as funding has been cut in nearly every sector. When group members aren’t familiar with a problem, they will need to do background research on what similar groups have done and may also need to bring in outside experts.
• Need for solution acceptance. In this step, groups must consider how many people the decision will affect and how much “buy-in” from others the group needs in order for their solution to be successfully implemented. Some small groups have many stakeholders on whom the success of a solution depends. Other groups are answerable only to themselves. When a small group is planning on building a new park in a crowded neighborhood or implementing a new policy in a large business, it can be very difficult to develop solutions that will be accepted by all. In such cases, groups will want to poll those who will be affected by the solution and may want to do a pilot implementation to see how people react. Imposing an excellent solution that doesn’t have buy-in from stakeholders can still lead to failure.

Group problem solving can be a confusing puzzle unless it is approached systematically.

Muness Castle – Problem Solving – CC BY-SA 2.0.

Group Problem-Solving Process

There are several variations of similar problem-solving models based on US American scholar John Dewey’s reflective thinking process (Bormann & Bormann, 1988). As you read through the steps in the process, think about how you can apply what we learned regarding the general and specific elements of problems. Some of the following steps are straightforward, and they are things we would logically do when faced with a problem. However, taking a deliberate and systematic approach to problem solving has been shown to benefit group functioning and performance. A deliberate approach is especially beneficial for groups that do not have an established history of working together and will only be able to meet occasionally. Although a group should attend to each step of the process, group leaders or other group members who facilitate problem solving should be cautious not to dogmatically follow each element of the process or force a group along. Such a lack of flexibility could limit group member input and negatively affect the group’s cohesion and climate.

Step 1: Define the Problem

Define the problem by considering the three elements shared by every problem: the current undesirable situation, the goal or more desirable situation, and obstacles in the way (Adams & Galanes, 2009). At this stage, group members share what they know about the current situation, without proposing solutions or evaluating the information. Here are some good questions to ask during this stage: What is the current difficulty? How did we come to know that the difficulty exists? Who/what is involved? Why is it meaningful/urgent/important? What have the effects been so far? What, if any, elements of the difficulty require clarification? At the end of this stage, the group should be able to compose a single sentence that summarizes the problem called a problem statement . Avoid wording in the problem statement or question that hints at potential solutions. A small group formed to investigate ethical violations of city officials could use the following problem statement: “Our state does not currently have a mechanism for citizens to report suspected ethical violations by city officials.”

Step 2: Analyze the Problem

During this step a group should analyze the problem and the group’s relationship to the problem. Whereas the first step involved exploring the “what” related to the problem, this step focuses on the “why.” At this stage, group members can discuss the potential causes of the difficulty. Group members may also want to begin setting out an agenda or timeline for the group’s problem-solving process, looking forward to the other steps. To fully analyze the problem, the group can discuss the five common problem variables discussed before. Here are two examples of questions that the group formed to address ethics violations might ask: Why doesn’t our city have an ethics reporting mechanism? Do cities of similar size have such a mechanism? Once the problem has been analyzed, the group can pose a problem question that will guide the group as it generates possible solutions. “How can citizens report suspected ethical violations of city officials and how will such reports be processed and addressed?” As you can see, the problem question is more complex than the problem statement, since the group has moved on to more in-depth discussion of the problem during step 2.

Step 3: Generate Possible Solutions

During this step, group members generate possible solutions to the problem. Again, solutions should not be evaluated at this point, only proposed and clarified. The question should be what could we do to address this problem, not what should we do to address it. It is perfectly OK for a group member to question another person’s idea by asking something like “What do you mean?” or “Could you explain your reasoning more?” Discussions at this stage may reveal a need to return to previous steps to better define or more fully analyze a problem. Since many problems are multifaceted, it is necessary for group members to generate solutions for each part of the problem separately, making sure to have multiple solutions for each part. Stopping the solution-generating process prematurely can lead to groupthink. For the problem question previously posed, the group would need to generate solutions for all three parts of the problem included in the question. Possible solutions for the first part of the problem (How can citizens report ethical violations?) may include “online reporting system, e-mail, in-person, anonymously, on-the-record,” and so on. Possible solutions for the second part of the problem (How will reports be processed?) may include “daily by a newly appointed ethics officer, weekly by a nonpartisan nongovernment employee,” and so on. Possible solutions for the third part of the problem (How will reports be addressed?) may include “by a newly appointed ethics commission, by the accused’s supervisor, by the city manager,” and so on.

Step 4: Evaluate Solutions

During this step, solutions can be critically evaluated based on their credibility, completeness, and worth. Once the potential solutions have been narrowed based on more obvious differences in relevance and/or merit, the group should analyze each solution based on its potential effects—especially negative effects. Groups that are required to report the rationale for their decision or whose decisions may be subject to public scrutiny would be wise to make a set list of criteria for evaluating each solution. Additionally, solutions can be evaluated based on how well they fit with the group’s charge and the abilities of the group. To do this, group members may ask, “Does this solution live up to the original purpose or mission of the group?” and “Can the solution actually be implemented with our current resources and connections?” and “How will this solution be supported, funded, enforced, and assessed?” Secondary tensions and substantive conflict, two concepts discussed earlier, emerge during this step of problem solving, and group members will need to employ effective critical thinking and listening skills.

Decision making is part of the larger process of problem solving and it plays a prominent role in this step. While there are several fairly similar models for problem solving, there are many varied decision-making techniques that groups can use. For example, to narrow the list of proposed solutions, group members may decide by majority vote, by weighing the pros and cons, or by discussing them until a consensus is reached. There are also more complex decision-making models like the “six hats method,” which we will discuss later. Once the final decision is reached, the group leader or facilitator should confirm that the group is in agreement. It may be beneficial to let the group break for a while or even to delay the final decision until a later meeting to allow people time to evaluate it outside of the group context.

Step 5: Implement and Assess the Solution

Implementing the solution requires some advanced planning, and it should not be rushed unless the group is operating under strict time restraints or delay may lead to some kind of harm. Although some solutions can be implemented immediately, others may take days, months, or years. As was noted earlier, it may be beneficial for groups to poll those who will be affected by the solution as to their opinion of it or even to do a pilot test to observe the effectiveness of the solution and how people react to it. Before implementation, groups should also determine how and when they would assess the effectiveness of the solution by asking, “How will we know if the solution is working or not?” Since solution assessment will vary based on whether or not the group is disbanded, groups should also consider the following questions: If the group disbands after implementation, who will be responsible for assessing the solution? If the solution fails, will the same group reconvene or will a new group be formed?

Once a solution has been reached and the group has the “green light” to implement it, it should proceed deliberately and cautiously, making sure to consider possible consequences and address them as needed.

Jocko Benoit – Prodigal Light – CC BY-NC-ND 2.0.

Certain elements of the solution may need to be delegated out to various people inside and outside the group. Group members may also be assigned to implement a particular part of the solution based on their role in the decision making or because it connects to their area of expertise. Likewise, group members may be tasked with publicizing the solution or “selling” it to a particular group of stakeholders. Last, the group should consider its future. In some cases, the group will get to decide if it will stay together and continue working on other tasks or if it will disband. In other cases, outside forces determine the group’s fate.

“Getting Competent”

Problem Solving and Group Presentations

Giving a group presentation requires that individual group members and the group as a whole solve many problems and make many decisions. Although having more people involved in a presentation increases logistical difficulties and has the potential to create more conflict, a well-prepared and well-delivered group presentation can be more engaging and effective than a typical presentation. The main problems facing a group giving a presentation are (1) dividing responsibilities, (2) coordinating schedules and time management, and (3) working out the logistics of the presentation delivery.

In terms of dividing responsibilities, assigning individual work at the first meeting and then trying to fit it all together before the presentation (which is what many college students do when faced with a group project) is not the recommended method. Integrating content and visual aids created by several different people into a seamless final product takes time and effort, and the person “stuck” with this job at the end usually ends up developing some resentment toward his or her group members. While it’s OK for group members to do work independently outside of group meetings, spend time working together to help set up some standards for content and formatting expectations that will help make later integration of work easier. Taking the time to complete one part of the presentation together can help set those standards for later individual work. Discuss the roles that various group members will play openly so there isn’t role confusion. There could be one point person for keeping track of the group’s progress and schedule, one point person for communication, one point person for content integration, one point person for visual aids, and so on. Each person shouldn’t do all that work on his or her own but help focus the group’s attention on his or her specific area during group meetings (Stanton, 2009).

Scheduling group meetings is one of the most challenging problems groups face, given people’s busy lives. From the beginning, it should be clearly communicated that the group needs to spend considerable time in face-to-face meetings, and group members should know that they may have to make an occasional sacrifice to attend. Especially important is the commitment to scheduling time to rehearse the presentation. Consider creating a contract of group guidelines that includes expectations for meeting attendance to increase group members’ commitment.

Group presentations require members to navigate many logistics of their presentation. While it may be easier for a group to assign each member to create a five-minute segment and then transition from one person to the next, this is definitely not the most engaging method. Creating a master presentation and then assigning individual speakers creates a more fluid and dynamic presentation and allows everyone to become familiar with the content, which can help if a person doesn’t show up to present and during the question-and-answer section. Once the content of the presentation is complete, figure out introductions, transitions, visual aids, and the use of time and space (Stanton, 2012). In terms of introductions, figure out if one person will introduce all the speakers at the beginning, if speakers will introduce themselves at the beginning, or if introductions will occur as the presentation progresses. In terms of transitions, make sure each person has included in his or her speaking notes when presentation duties switch from one person to the next. Visual aids have the potential to cause hiccups in a group presentation if they aren’t fluidly integrated. Practicing with visual aids and having one person control them may help prevent this. Know how long your presentation is and know how you’re going to use the space. Presenters should know how long the whole presentation should be and how long each of their segments should be so that everyone can share the responsibility of keeping time. Also consider the size and layout of the presentation space. You don’t want presenters huddled in a corner until it’s their turn to speak or trapped behind furniture when their turn comes around.

• Of the three main problems facing group presenters, which do you think is the most challenging and why?
• Why do you think people tasked with a group presentation (especially students) prefer to divide the parts up and have members work on them independently before coming back together and integrating each part? What problems emerge from this method? In what ways might developing a master presentation and then assigning parts to different speakers be better than the more divided method? What are the drawbacks to the master presentation method?

Decision Making in Groups

We all engage in personal decision making daily, and we all know that some decisions are more difficult than others. When we make decisions in groups, we face some challenges that we do not face in our personal decision making, but we also stand to benefit from some advantages of group decision making (Napier & Gershenfeld, 2004). Group decision making can appear fair and democratic but really only be a gesture that covers up the fact that certain group members or the group leader have already decided. Group decision making also takes more time than individual decisions and can be burdensome if some group members do not do their assigned work, divert the group with self-centered or unproductive role behaviors, or miss meetings. Conversely, though, group decisions are often more informed, since all group members develop a shared understanding of a problem through discussion and debate. The shared understanding may also be more complex and deep than what an individual would develop, because the group members are exposed to a variety of viewpoints that can broaden their own perspectives. Group decisions also benefit from synergy, one of the key advantages of group communication that we discussed earlier. Most groups do not use a specific method of decision making, perhaps thinking that they’ll work things out as they go. This can lead to unequal participation, social loafing, premature decisions, prolonged discussion, and a host of other negative consequences. So in this section we will learn some practices that will prepare us for good decision making and some specific techniques we can use to help us reach a final decision.

Brainstorming before Decision Making

Before groups can make a decision, they need to generate possible solutions to their problem. The most commonly used method is brainstorming, although most people don’t follow the recommended steps of brainstorming. As you’ll recall, brainstorming refers to the quick generation of ideas free of evaluation. The originator of the term brainstorming said the following four rules must be followed for the technique to be effective (Osborn, 1959):

• Evaluation of ideas is forbidden.
• Wild and crazy ideas are encouraged.
• Quantity of ideas, not quality, is the goal.
• New combinations of ideas presented are encouraged.

To make brainstorming more of a decision-making method rather than an idea-generating method, group communication scholars have suggested additional steps that precede and follow brainstorming (Cragan & Wright, 1991).

• Do a warm-up brainstorming session. Some people are more apprehensive about publicly communicating their ideas than others are, and a warm-up session can help ease apprehension and prime group members for task-related idea generation. The warm-up can be initiated by anyone in the group and should only go on for a few minutes. To get things started, a person could ask, “If our group formed a band, what would we be called?” or “What other purposes could a mailbox serve?” In the previous examples, the first warm up gets the group’s more abstract creative juices flowing, while the second focuses more on practical and concrete ideas.
• Do the actual brainstorming session. This session shouldn’t last more than thirty minutes and should follow the four rules of brainstorming mentioned previously. To ensure that the fourth rule is realized, the facilitator could encourage people to piggyback off each other’s ideas.
• Eliminate duplicate ideas. After the brainstorming session is over, group members can eliminate (without evaluating) ideas that are the same or very similar.
• Clarify, organize, and evaluate ideas. Before evaluation, see if any ideas need clarification. Then try to theme or group ideas together in some orderly fashion. Since “wild and crazy” ideas are encouraged, some suggestions may need clarification. If it becomes clear that there isn’t really a foundation to an idea and that it is too vague or abstract and can’t be clarified, it may be eliminated. As a caution though, it may be wise to not throw out off-the-wall ideas that are hard to categorize and to instead put them in a miscellaneous or “wild and crazy” category.

Discussion before Decision Making

The nominal group technique guides decision making through a four-step process that includes idea generation and evaluation and seeks to elicit equal contributions from all group members (Delbecq & Ven de Ven, 1971). This method is useful because the procedure involves all group members systematically, which fixes the problem of uneven participation during discussions. Since everyone contributes to the discussion, this method can also help reduce instances of social loafing. To use the nominal group technique, do the following:

• Silently and individually list ideas.
• Create a master list of ideas.
• Clarify ideas as needed.
• Take a secret vote to rank group members’ acceptance of ideas.

During the first step, have group members work quietly, in the same space, to write down every idea they have to address the task or problem they face. This shouldn’t take more than twenty minutes. Whoever is facilitating the discussion should remind group members to use brainstorming techniques, which means they shouldn’t evaluate ideas as they are generated. Ask group members to remain silent once they’ve finished their list so they do not distract others.

During the second step, the facilitator goes around the group in a consistent order asking each person to share one idea at a time. As the idea is shared, the facilitator records it on a master list that everyone can see. Keep track of how many times each idea comes up, as that could be an idea that warrants more discussion. Continue this process until all the ideas have been shared. As a note to facilitators, some group members may begin to edit their list or self-censor when asked to provide one of their ideas. To limit a person’s apprehension with sharing his or her ideas and to ensure that each idea is shared, I have asked group members to exchange lists with someone else so they can share ideas from the list they receive without fear of being personally judged.

During step three, the facilitator should note that group members can now ask for clarification on ideas on the master list. Do not let this discussion stray into evaluation of ideas. To help avoid an unnecessarily long discussion, it may be useful to go from one person to the next to ask which ideas need clarifying and then go to the originator(s) of the idea in question for clarification.

During the fourth step, members use a voting ballot to rank the acceptability of the ideas on the master list. If the list is long, you may ask group members to rank only their top five or so choices. The facilitator then takes up the secret ballots and reviews them in a random order, noting the rankings of each idea. Ideally, the highest ranked idea can then be discussed and decided on. The nominal group technique does not carry a group all the way through to the point of decision; rather, it sets the group up for a roundtable discussion or use of some other method to evaluate the merits of the top ideas.

Specific Decision-Making Techniques

Some decision-making techniques involve determining a course of action based on the level of agreement among the group members. These methods include majority, expert, authority, and consensus rule. Table 14.1 “Pros and Cons of Agreement-Based Decision-Making Techniques” reviews the pros and cons of each of these methods.

Majority rule is a simple method of decision making based on voting. In most cases a majority is considered half plus one.

Becky McCray – Voting – CC BY-NC-ND 2.0.

Majority rule is a commonly used decision-making technique in which a majority (one-half plus one) must agree before a decision is made. A show-of-hands vote, a paper ballot, or an electronic voting system can determine the majority choice. Many decision-making bodies, including the US House of Representatives, Senate, and Supreme Court, use majority rule to make decisions, which shows that it is often associated with democratic decision making, since each person gets one vote and each vote counts equally. Of course, other individuals and mediated messages can influence a person’s vote, but since the voting power is spread out over all group members, it is not easy for one person or party to take control of the decision-making process. In some cases—for example, to override a presidential veto or to amend the constitution—a super majority of two-thirds may be required to make a decision.

Minority rule is a decision-making technique in which a designated authority or expert has final say over a decision and may or may not consider the input of other group members. When a designated expert makes a decision by minority rule, there may be buy-in from others in the group, especially if the members of the group didn’t have relevant knowledge or expertise. When a designated authority makes decisions, buy-in will vary based on group members’ level of respect for the authority. For example, decisions made by an elected authority may be more accepted by those who elected him or her than by those who didn’t. As with majority rule, this technique can be time saving. Unlike majority rule, one person or party can have control over the decision-making process. This type of decision making is more similar to that used by monarchs and dictators. An obvious negative consequence of this method is that the needs or wants of one person can override the needs and wants of the majority. A minority deciding for the majority has led to negative consequences throughout history. The white Afrikaner minority that ruled South Africa for decades instituted apartheid, which was a system of racial segregation that disenfranchised and oppressed the majority population. The quality of the decision and its fairness really depends on the designated expert or authority.

Consensus rule is a decision-making technique in which all members of the group must agree on the same decision. On rare occasions, a decision may be ideal for all group members, which can lead to unanimous agreement without further debate and discussion. Although this can be positive, be cautious that this isn’t a sign of groupthink. More typically, consensus is reached only after lengthy discussion. On the plus side, consensus often leads to high-quality decisions due to the time and effort it takes to get everyone in agreement. Group members are also more likely to be committed to the decision because of their investment in reaching it. On the negative side, the ultimate decision is often one that all group members can live with but not one that’s ideal for all members. Additionally, the process of arriving at consensus also includes conflict, as people debate ideas and negotiate the interpersonal tensions that may result.

Table 14.1 Pros and Cons of Agreement-Based Decision-Making Techniques

“Getting Critical”

Six Hats Method of Decision Making

Edward de Bono developed the Six Hats method of thinking in the late 1980s, and it has since become a regular feature in decision-making training in business and professional contexts (de Bono, 1985). The method’s popularity lies in its ability to help people get out of habitual ways of thinking and to allow group members to play different roles and see a problem or decision from multiple points of view. The basic idea is that each of the six hats represents a different way of thinking, and when we figuratively switch hats, we switch the way we think. The hats and their style of thinking are as follows:

• White hat. Objective—focuses on seeking information such as data and facts and then processes that information in a neutral way.
• Red hat. Emotional—uses intuition, gut reactions, and feelings to judge information and suggestions.
• Black hat. Negative—focuses on potential risks, points out possibilities for failure, and evaluates information cautiously and defensively.
• Yellow hat. Positive—is optimistic about suggestions and future outcomes, gives constructive and positive feedback, points out benefits and advantages.
• Green hat. Creative—tries to generate new ideas and solutions, thinks “outside the box.”
• Blue hat. Philosophical—uses metacommunication to organize and reflect on the thinking and communication taking place in the group, facilitates who wears what hat and when group members change hats.

Specific sequences or combinations of hats can be used to encourage strategic thinking. For example, the group leader may start off wearing the Blue Hat and suggest that the group start their decision-making process with some “White Hat thinking” in order to process through facts and other available information. During this stage, the group could also process through what other groups have done when faced with a similar problem. Then the leader could begin an evaluation sequence starting with two minutes of “Yellow Hat thinking” to identify potential positive outcomes, then “Black Hat thinking” to allow group members to express reservations about ideas and point out potential problems, then “Red Hat thinking” to get people’s gut reactions to the previous discussion, then “Green Hat thinking” to identify other possible solutions that are more tailored to the group’s situation or completely new approaches. At the end of a sequence, the Blue Hat would want to summarize what was said and begin a new sequence. To successfully use this method, the person wearing the Blue Hat should be familiar with different sequences and plan some of the thinking patterns ahead of time based on the problem and the group members. Each round of thinking should be limited to a certain time frame (two to five minutes) to keep the discussion moving.

• This decision-making method has been praised because it allows group members to “switch gears” in their thinking and allows for role playing, which lets people express ideas more freely. How can this help enhance critical thinking? Which combination of hats do you think would be best for a critical thinking sequence?
• What combinations of hats might be useful if the leader wanted to break the larger group up into pairs and why? For example, what kind of thinking would result from putting Yellow and Red together, Black and White together, or Red and White together, and so on?
• Based on your preferred ways of thinking and your personality, which hat would be the best fit for you? Which would be the most challenging? Why?

Influences on Decision Making

Many factors influence the decision-making process. For example, how might a group’s independence or access to resources affect the decisions they make? What potential advantages and disadvantages come with decisions made by groups that are more or less similar in terms of personality and cultural identities? In this section, we will explore how situational, personality, and cultural influences affect decision making in groups.

Situational Influences on Decision Making

A group’s situational context affects decision making. One key situational element is the degree of freedom that the group has to make its own decisions, secure its own resources, and initiate its own actions. Some groups have to go through multiple approval processes before they can do anything, while others are self-directed, self-governing, and self-sustaining. Another situational influence is uncertainty. In general, groups deal with more uncertainty in decision making than do individuals because of the increased number of variables that comes with adding more people to a situation. Individual group members can’t know what other group members are thinking, whether or not they are doing their work, and how committed they are to the group. So the size of a group is a powerful situational influence, as it adds to uncertainty and complicates communication.

Access to information also influences a group. First, the nature of the group’s task or problem affects its ability to get information. Group members can more easily make decisions about a problem when other groups have similarly experienced it. Even if the problem is complex and serious, the group can learn from other situations and apply what it learns. Second, the group must have access to flows of information. Access to archives, electronic databases, and individuals with relevant experience is necessary to obtain any relevant information about similar problems or to do research on a new or unique problem. In this regard, group members’ formal and information network connections also become important situational influences.

The urgency of a decision can have a major influence on the decision-making process. As a situation becomes more urgent, it requires more specific decision-making methods and types of communication.

Judith E. Bell – Urgent – CC BY-SA 2.0.

The origin and urgency of a problem are also situational factors that influence decision making. In terms of origin, problems usually occur in one of four ways:

• Something goes wrong. Group members must decide how to fix or stop something. Example—a firehouse crew finds out that half of the building is contaminated with mold and must be closed down.
• Expectations change or increase. Group members must innovate more efficient or effective ways of doing something. Example—a firehouse crew finds out that the district they are responsible for is being expanded.
• Something goes wrong and expectations change or increase. Group members must fix/stop and become more efficient/effective. Example—the firehouse crew has to close half the building and must start responding to more calls due to the expanding district.
• The problem existed from the beginning. Group members must go back to the origins of the situation and walk through and analyze the steps again to decide what can be done differently. Example—a firehouse crew has consistently had to work with minimal resources in terms of building space and firefighting tools.

In each of the cases, the need for a decision may be more or less urgent depending on how badly something is going wrong, how high the expectations have been raised, or the degree to which people are fed up with a broken system. Decisions must be made in situations ranging from crisis level to mundane.

Personality Influences on Decision Making

A long-studied typology of value orientations that affect decision making consists of the following types of decision maker: the economic, the aesthetic, the theoretical, the social, the political, and the religious (Spranger, 1928).

• The economic decision maker makes decisions based on what is practical and useful.
• The aesthetic decision maker makes decisions based on form and harmony, desiring a solution that is elegant and in sync with the surroundings.
• The theoretical decision maker wants to discover the truth through rationality.
• The social decision maker emphasizes the personal impact of a decision and sympathizes with those who may be affected by it.
• The political decision maker is interested in power and influence and views people and/or property as divided into groups that have different value.
• The religious decision maker seeks to identify with a larger purpose, works to unify others under that goal, and commits to a viewpoint, often denying one side and being dedicated to the other.

In the United States, economic, political, and theoretical decision making tend to be more prevalent decision-making orientations, which likely corresponds to the individualistic cultural orientation with its emphasis on competition and efficiency. But situational context, as we discussed before, can also influence our decision making.

Personality affects decision making. For example, “economic” decision makers decide based on what is practical and useful.

One Way Stock – Tough Decisions Ahead – CC BY-ND 2.0.

The personalities of group members, especially leaders and other active members, affect the climate of the group. Group member personalities can be categorized based on where they fall on a continuum anchored by the following descriptors: dominant/submissive, friendly/unfriendly, and instrumental/emotional (Cragan & Wright, 1999). The more group members there are in any extreme of these categories, the more likely that the group climate will also shift to resemble those characteristics.

• Dominant versus submissive. Group members that are more dominant act more independently and directly, initiate conversations, take up more space, make more direct eye contact, seek leadership positions, and take control over decision-making processes. More submissive members are reserved, contribute to the group only when asked to, avoid eye contact, and leave their personal needs and thoughts unvoiced or give into the suggestions of others.
• Friendly versus unfriendly. Group members on the friendly side of the continuum find a balance between talking and listening, don’t try to win at the expense of other group members, are flexible but not weak, and value democratic decision making. Unfriendly group members are disagreeable, indifferent, withdrawn, and selfish, which leads them to either not invest in decision making or direct it in their own interest rather than in the interest of the group.
• Instrumental versus emotional. Instrumental group members are emotionally neutral, objective, analytical, task-oriented, and committed followers, which leads them to work hard and contribute to the group’s decision making as long as it is orderly and follows agreed-on rules. Emotional group members are creative, playful, independent, unpredictable, and expressive, which leads them to make rash decisions, resist group norms or decision-making structures, and switch often from relational to task focus.

Cultural Context and Decision Making

Just like neighborhoods, schools, and countries, small groups vary in terms of their degree of similarity and difference. Demographic changes in the United States and increases in technology that can bring different people together make it more likely that we will be interacting in more and more heterogeneous groups (Allen, 2011). Some small groups are more homogenous, meaning the members are more similar, and some are more heterogeneous, meaning the members are more different. Diversity and difference within groups has advantages and disadvantages. In terms of advantages, research finds that, in general, groups that are culturally heterogeneous have better overall performance than more homogenous groups (Haslett & Ruebush, 1999). Additionally, when group members have time to get to know each other and competently communicate across their differences, the advantages of diversity include better decision making due to different perspectives (Thomas, 1999). Unfortunately, groups often operate under time constraints and other pressures that make the possibility for intercultural dialogue and understanding difficult. The main disadvantage of heterogeneous groups is the possibility for conflict, but given that all groups experience conflict, this isn’t solely due to the presence of diversity. We will now look more specifically at how some of the cultural value orientations we’ve learned about already in this book can play out in groups with international diversity and how domestic diversity in terms of demographics can also influence group decision making.

International Diversity in Group Interactions

Cultural value orientations such as individualism/collectivism, power distance, and high-/low-context communication styles all manifest on a continuum of communication behaviors and can influence group decision making. Group members from individualistic cultures are more likely to value task-oriented, efficient, and direct communication. This could manifest in behaviors such as dividing up tasks into individual projects before collaboration begins and then openly debating ideas during discussion and decision making. Additionally, people from cultures that value individualism are more likely to openly express dissent from a decision, essentially expressing their disagreement with the group. Group members from collectivistic cultures are more likely to value relationships over the task at hand. Because of this, they also tend to value conformity and face-saving (often indirect) communication. This could manifest in behaviors such as establishing norms that include periods of socializing to build relationships before task-oriented communication like negotiations begin or norms that limit public disagreement in favor of more indirect communication that doesn’t challenge the face of other group members or the group’s leader. In a group composed of people from a collectivistic culture, each member would likely play harmonizing roles, looking for signs of conflict and resolving them before they become public.

Power distance can also affect group interactions. Some cultures rank higher on power-distance scales, meaning they value hierarchy, make decisions based on status, and believe that people have a set place in society that is fairly unchangeable. Group members from high-power-distance cultures would likely appreciate a strong designated leader who exhibits a more directive leadership style and prefer groups in which members have clear and assigned roles. In a group that is homogenous in terms of having a high-power-distance orientation, members with higher status would be able to openly provide information, and those with lower status may not provide information unless a higher status member explicitly seeks it from them. Low-power-distance cultures do not place as much value and meaning on status and believe that all group members can participate in decision making. Group members from low-power-distance cultures would likely freely speak their mind during a group meeting and prefer a participative leadership style.

How much meaning is conveyed through the context surrounding verbal communication can also affect group communication. Some cultures have a high-context communication style in which much of the meaning in an interaction is conveyed through context such as nonverbal cues and silence. Group members from high-context cultures may avoid saying something directly, assuming that other group members will understand the intended meaning even if the message is indirect. So if someone disagrees with a proposed course of action, he or she may say, “Let’s discuss this tomorrow,” and mean, “I don’t think we should do this.” Such indirect communication is also a face-saving strategy that is common in collectivistic cultures. Other cultures have a low-context communication style that places more importance on the meaning conveyed through words than through context or nonverbal cues. Group members from low-context cultures often say what they mean and mean what they say. For example, if someone doesn’t like an idea, they might say, “I think we should consider more options. This one doesn’t seem like the best we can do.”

In any of these cases, an individual from one culture operating in a group with people of a different cultural orientation could adapt to the expectations of the host culture, especially if that person possesses a high degree of intercultural communication competence (ICC). Additionally, people with high ICC can also adapt to a group member with a different cultural orientation than the host culture. Even though these cultural orientations connect to values that affect our communication in fairly consistent ways, individuals may exhibit different communication behaviors depending on their own individual communication style and the situation.

Domestic Diversity and Group Communication

While it is becoming more likely that we will interact in small groups with international diversity, we are guaranteed to interact in groups that are diverse in terms of the cultural identities found within a single country or the subcultures found within a larger cultural group.

Gender stereotypes sometimes influence the roles that people play within a group. For example, the stereotype that women are more nurturing than men may lead group members (both male and female) to expect that women will play the role of supporters or harmonizers within the group. Since women have primarily performed secretarial work since the 1900s, it may also be expected that women will play the role of recorder. In both of these cases, stereotypical notions of gender place women in roles that are typically not as valued in group communication. The opposite is true for men. In terms of leadership, despite notable exceptions, research shows that men fill an overwhelmingly disproportionate amount of leadership positions. We are socialized to see certain behaviors by men as indicative of leadership abilities, even though they may not be. For example, men are often perceived to contribute more to a group because they tend to speak first when asked a question or to fill a silence and are perceived to talk more about task-related matters than relationally oriented matters. Both of these tendencies create a perception that men are more engaged with the task. Men are also socialized to be more competitive and self-congratulatory, meaning that their communication may be seen as dedicated and their behaviors seen as powerful, and that when their work isn’t noticed they will be more likely to make it known to the group rather than take silent credit. Even though we know that the relational elements of a group are crucial for success, even in high-performance teams, that work is not as valued in our society as the task-related work.

Despite the fact that some communication patterns and behaviors related to our typical (and stereotypical) gender socialization affect how we interact in and form perceptions of others in groups, the differences in group communication that used to be attributed to gender in early group communication research seem to be diminishing. This is likely due to the changing organizational cultures from which much group work emerges, which have now had more than sixty years to adjust to women in the workplace. It is also due to a more nuanced understanding of gender-based research, which doesn’t take a stereotypical view from the beginning as many of the early male researchers did. Now, instead of biological sex being assumed as a factor that creates inherent communication differences, group communication scholars see that men and women both exhibit a range of behaviors that are more or less feminine or masculine. It is these gendered behaviors, and not a person’s gender, that seem to have more of an influence on perceptions of group communication. Interestingly, group interactions are still masculinist in that male and female group members prefer a more masculine communication style for task leaders and that both males and females in this role are more likely to adapt to a more masculine communication style. Conversely, men who take on social-emotional leadership behaviors adopt a more feminine communication style. In short, it seems that although masculine communication traits are more often associated with high status positions in groups, both men and women adapt to this expectation and are evaluated similarly (Haslett & Ruebush, 1999).

Other demographic categories are also influential in group communication and decision making. In general, group members have an easier time communicating when they are more similar than different in terms of race and age. This ease of communication can make group work more efficient, but the homogeneity may sacrifice some creativity. As we learned earlier, groups that are diverse (e.g., they have members of different races and generations) benefit from the diversity of perspectives in terms of the quality of decision making and creativity of output.

In terms of age, for the first time since industrialization began, it is common to have three generations of people (and sometimes four) working side by side in an organizational setting. Although four generations often worked together in early factories, they were segregated based on their age group, and a hierarchy existed with older workers at the top and younger workers at the bottom. Today, however, generations interact regularly, and it is not uncommon for an older person to have a leader or supervisor who is younger than him or her (Allen, 2011). The current generations in the US workplace and consequently in work-based groups include the following:

• The Silent Generation. Born between 1925 and 1942, currently in their midsixties to mideighties, this is the smallest generation in the workforce right now, as many have retired or left for other reasons. This generation includes people who were born during the Great Depression or the early part of World War II, many of whom later fought in the Korean War (Clarke, 1970).
• The Baby Boomers. Born between 1946 and 1964, currently in their late forties to midsixties, this is the largest generation in the workforce right now. Baby boomers are the most populous generation born in US history, and they are working longer than previous generations, which means they will remain the predominant force in organizations for ten to twenty more years.
• Generation X. Born between 1965 and 1981, currently in their early thirties to midforties, this generation was the first to see technology like cell phones and the Internet make its way into classrooms and our daily lives. Compared to previous generations, “Gen-Xers” are more diverse in terms of race, religious beliefs, and sexual orientation and also have a greater appreciation for and understanding of diversity.
• Generation Y. Born between 1982 and 2000, “Millennials” as they are also called are currently in their late teens up to about thirty years old. This generation is not as likely to remember a time without technology such as computers and cell phones. They are just starting to enter into the workforce and have been greatly affected by the economic crisis of the late 2000s, experiencing significantly high unemployment rates.

The benefits and challenges that come with diversity of group members are important to consider. Since we will all work in diverse groups, we should be prepared to address potential challenges in order to reap the benefits. Diverse groups may be wise to coordinate social interactions outside of group time in order to find common ground that can help facilitate interaction and increase group cohesion. We should be sensitive but not let sensitivity create fear of “doing something wrong” that then prevents us from having meaningful interactions. Reviewing Chapter 8 “Culture and Communication” will give you useful knowledge to help you navigate both international and domestic diversity and increase your communication competence in small groups and elsewhere.

Key Takeaways

• Every problem has common components: an undesirable situation, a desired situation, and obstacles between the undesirable and desirable situations. Every problem also has a set of characteristics that vary among problems, including task difficulty, number of possible solutions, group member interest in the problem, group familiarity with the problem, and the need for solution acceptance.

The group problem-solving process has five steps:

• Define the problem by creating a problem statement that summarizes it.
• Analyze the problem and create a problem question that can guide solution generation.
• Generate possible solutions. Possible solutions should be offered and listed without stopping to evaluate each one.
• Evaluate the solutions based on their credibility, completeness, and worth. Groups should also assess the potential effects of the narrowed list of solutions.
• Implement and assess the solution. Aside from enacting the solution, groups should determine how they will know the solution is working or not.
• Before a group makes a decision, it should brainstorm possible solutions. Group communication scholars suggest that groups (1) do a warm-up brainstorming session; (2) do an actual brainstorming session in which ideas are not evaluated, wild ideas are encouraged, quantity not quality of ideas is the goal, and new combinations of ideas are encouraged; (3) eliminate duplicate ideas; and (4) clarify, organize, and evaluate ideas. In order to guide the idea-generation process and invite equal participation from group members, the group may also elect to use the nominal group technique.
• Common decision-making techniques include majority rule, minority rule, and consensus rule. With majority rule, only a majority, usually one-half plus one, must agree before a decision is made. With minority rule, a designated authority or expert has final say over a decision, and the input of group members may or may not be invited or considered. With consensus rule, all members of the group must agree on the same decision.

Several factors influence the decision-making process:

• Situational factors include the degree of freedom a group has to make its own decisions, the level of uncertainty facing the group and its task, the size of the group, the group’s access to information, and the origin and urgency of the problem.
• Personality influences on decision making include a person’s value orientation (economic, aesthetic, theoretical, political, or religious), and personality traits (dominant/submissive, friendly/unfriendly, and instrumental/emotional).
• Cultural influences on decision making include the heterogeneity or homogeneity of the group makeup; cultural values and characteristics such as individualism/collectivism, power distance, and high-/low-context communication styles; and gender and age differences.
• Scenario 1. Task difficulty is high, number of possible solutions is high, group interest in problem is high, group familiarity with problem is low, and need for solution acceptance is high.
• Scenario 2. Task difficulty is low, number of possible solutions is low, group interest in problem is low, group familiarity with problem is high, and need for solution acceptance is low.
• Scenario 1: Academic. A professor asks his or her class to decide whether the final exam should be an in-class or take-home exam.
• Scenario 2: Professional. A group of coworkers must decide which person from their department to nominate for a company-wide award.
• Scenario 3: Personal. A family needs to decide how to divide the belongings and estate of a deceased family member who did not leave a will.
• Scenario 4: Civic. A local branch of a political party needs to decide what five key issues it wants to include in the national party’s platform.
• Group communication researchers have found that heterogeneous groups (composed of diverse members) have advantages over homogenous (more similar) groups. Discuss a group situation you have been in where diversity enhanced your and/or the group’s experience.

Adams, K., and Gloria G. Galanes, Communicating in Groups: Applications and Skills , 7th ed. (Boston, MA: McGraw-Hill, 2009), 220–21.

Allen, B. J., Difference Matters: Communicating Social Identity , 2nd ed. (Long Grove, IL: Waveland, 2011), 5.

Bormann, E. G., and Nancy C. Bormann, Effective Small Group Communication , 4th ed. (Santa Rosa, CA: Burgess CA, 1988), 112–13.

Clarke, G., “The Silent Generation Revisited,” Time, June 29, 1970, 46.

Cragan, J. F., and David W. Wright, Communication in Small Group Discussions: An Integrated Approach , 3rd ed. (St. Paul, MN: West Publishing, 1991), 77–78.

de Bono, E., Six Thinking Hats (Boston, MA: Little, Brown, 1985).

Delbecq, A. L., and Andrew H. Ven de Ven, “A Group Process Model for Problem Identification and Program Planning,” The Journal of Applied Behavioral Science 7, no. 4 (1971): 466–92.

Haslett, B. B., and Jenn Ruebush, “What Differences Do Individual Differences in Groups Make?: The Effects of Individuals, Culture, and Group Composition,” in The Handbook of Group Communication Theory and Research , ed. Lawrence R. Frey (Thousand Oaks, CA: Sage, 1999), 133.

Napier, R. W., and Matti K. Gershenfeld, Groups: Theory and Experience , 7th ed. (Boston, MA: Houghton Mifflin, 2004), 292.

Osborn, A. F., Applied Imagination (New York: Charles Scribner’s Sons, 1959).

Spranger, E., Types of Men (New York: Steckert, 1928).

Stanton, C., “How to Deliver Group Presentations: The Unified Team Approach,” Six Minutes Speaking and Presentation Skills , November 3, 2009, accessed August 28, 2012, http://sixminutes.dlugan.com/group-presentations-unified-team-approach .

Thomas, D. C., “Cultural Diversity and Work Group Effectiveness: An Experimental Study,” Journal of Cross-Cultural Psychology 30, no. 2 (1999): 242–63.

Communication in the Real World Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

14 Best Team Building Problem Solving Group Activities For 2024

The best teams see solutions where others see problems. A great company culture is built around a collaborative spirit and the type of unity it takes to find answers to the big business questions.

So how can you get team members working together?

How can you develop a mentality that will help them overcome obstacles they have yet to encounter?

One of the best ways to improve your teams’ problem solving skills is through team building problem solving activities .

“86% of employees and executives cite lack of collaboration or ineffective communication for workplace failures.” — Bit.AI

These activities can simulate true-to-life scenarios they’ll find themselves in, or the scenarios can call on your employees or coworkers to dig deep and get creative in a more general sense.

The truth is, on a day-to-day basis, you have to prepare for the unexpected. It just happens that team building activities help with that, but are so fun that they don’t have to feel like work ( consider how you don’t even feel like you’re working out when you’re playing your favorite sport or doing an exercise you actually enjoy! )

What are the benefits of group problem-solving activities?

The benefits of group problem-solving activities for team building include:

• Better communication
• Improved collaboration and teamwork
• More flexible thinking
• Faster problem-solving
• Better proactivity and decision making

Without further ado, check out this list of the 14 best team-building problem-solving group activities for 2024!

Page Contents (Click To Jump)

Popular Problem Solving Activities

1. virtual team challenge.

Virtual Team Challenges are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team brainstorming, discussing, and creating solutions for a given problem.

Participants work both individually and collaboratively to come up with ideas and strategies that will help them reach their goals.

Why this is a fun problem-solving activity: Participants can interact and communicate with each other in a virtual environment while simultaneously engaging with the problem-solving activities. This makes it an enjoyable experience that allows people to use their creative thinking skills, build team spirit, and gain valuable insights into the issue at hand.

Problem-solving activities such as Virtual Team Challenges offer a great way for teams to come together, collaborate, and develop creative solutions to complex problems.

2. Problem-Solving Templates

Problem-Solving Templates are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team utilizing pre-made templates and creating solutions for a given problem with the help of visual aids.

This activity is great for teams that need assistance in getting started on their problem-solving journey.

Why this is a fun problem-solving activity: Problem-Solving Templates offer teams an easy and stress-free way to get the creative juices flowing. The visual aids that come with the templates help team members better understand the issue at hand and easily come up with solutions together.

This activity is great for teams that need assistance in getting started on their problem-solving journey, as it provides an easy and stress-free way to get the creative juices flowing.

Problem Solving Group Activities & Games For Team Building

3. coworker feud, “it’s all fun and games”.

Coworker Feud is a twist on the classic Family Feud game show! This multiple rapid round game keeps the action flowing and the questions going. You can choose from a variety of customizations, including picking the teams yourself, randomized teams, custom themes, and custom rounds.

Best for: Hybrid teams

Why this is an effective problem solving group activity: Coworker Feud comes with digital game materials, a digital buzzer, an expert host, and a zoom link to get the participants ready for action! Teams compete with each other to correctly answer the survey questions. At the end of the game, the team with the most competitive answers is declared the winner of the Feud.

How to get started:

• Sign up for Coworker Feud
• Break into teams of 4 to 10 people
• Get the competitive juices flowing and let the games begin!

Learn more here: Coworker Feud

4. Crack The Case

“who’s a bad mamma jamma”.

Crack The Case is a classic WhoDoneIt game that forces employees to depend on their collective wit to stop a deadly murderer dead in his tracks! Remote employees and office commuters can join forces to end this crime spree.

Best for: Remote teams

Why this is an effective problem solving group activity: The Virtual Clue Murder Mystery is an online problem solving activity that uses a proprietary videoconferencing platform to offer the chance for employees and coworkers to study case files, analyze clues, and race to find the motive, the method, and the individual behind the murder of Neil Davidson.

• Get a custom quote here
• Download the app
• Let the mystery-solving collaboration begin!

Learn more here: Crack The Case

5. Catch Meme If You Can

“can’t touch this”.

Purposefully created to enhance leadership skills and team bonding , Catch Meme If You Can is a hybrid between a scavenger hunt and an escape room . Teammates join together to search for clues, solve riddles, and get out — just in time!

Best for: Small teams

Why this is an effective problem solving group activity: Catch Meme If You Can is an adventure with a backstory. Each team has to submit their answer to the puzzle in order to continue to the next part of the sequence. May the best team escape!

• The teams will be given instructions and the full storyline
• Teams will be split into a handful of people each
• The moderator will kick off the action!

Learn more here: Catch Meme If You Can

6. Puzzle Games

“just something to puzzle over”.

Puzzle Games is the fresh trivia game to test your employees and blow their minds with puzzles, jokes , and fun facts!

Best for: In-person teams

Why this is an effective problem solving group activity: Eight mini brain teaser and trivia style games include word puzzles, name that nonsense, name that tune, and much more. Plus, the points each team earns will go towards planting trees in the precious ecosystems and forests of Uganda

• Get a free consultation for your team
• Get a custom designed invitation for your members
• Use the game link
• Dedicated support will help your team enjoy Puzzle Games to the fullest!

Learn more here: Puzzle Games

7. Virtual Code Break

“for virtual teams”.

Virtual Code Break is a virtual team building activity designed for remote participants around the globe. Using a smart video conferencing solution, virtual teams compete against each other to complete challenges, answer trivia questions, and solve brain-busters!

Why this is an effective problem solving group activity: Virtual Code Break can be played by groups as small as 4 people all the way up to more than 1,000 people at once. However, every team will improve their communication and problem-solving skills as they race against the clock and depend on each other’s strengths to win!

• Reach out for a free consultation to align the needs of your team
• An event facilitator will be assigned to handle all of the set-up and logistics
• They will also provide you with logins and a play-by-play of what to expect
• Sign into the Outback video conferencing platform and join your pre-assigned team
• Lastly, let the games begin!

Learn more here: Virtual Code Break

8. Stranded

“survivor: office edition”.

Stranded is the perfect scenario-based problem solving group activity. The doors of the office are locked and obviously your team can’t just knock them down or break the windows.

Why this is an effective problem solving group activity: Your team has less than half an hour to choose 10 items around the office that will help them survive. They then rank the items in order of importance. It’s a bit like the classic game of being lost at sea without a lifeboat.

• Get everyone together in the office
• Lock the doors
• Let them start working together to plan their survival

Learn more here: Stranded

9. Letting Go Game

“for conscious healing”.

The Letting Go Game is a game of meditation and mindfulness training for helping teammates thrive under pressure and reduce stress in the process. The tasks of the Letting Go Game boost resiliency, attentiveness, and collaboration.

Why this is an effective problem solving group activity: Expert-guided activities and awareness exercises encourage team members to think altruistically and demonstrate acts of kindness. Between yoga, face painting, and fun photography, your employees or coworkers will have more than enough to keep them laughing and growing together with this mindfulness activity!

• Reach out for a free consultation
• A guide will then help lead the exercises
• Let the funny videos, pictures, and playing begin!

Learn more here: Letting Go Game

10. Wild Goose Chase

“city time”.

Wild Goose Chase is the creative problem solving activity that will take teams all around your city and bring them together as a group! This scavenger hunt works for teams as small as 10 up to groups of over 5000 people.

Best for: Large teams

Why this is an effective group problem solving activity: As employees and group members are coming back to the office, there are going to be times that they’re itching to get outside. Wild Goose Chase is the perfect excuse to satisfy the desire to go out-of-office every now and then. Plus, having things to look at and see around the city will get employees talking in ways they never have before.

• Download the Outback app to access the Wild Goose Chase
• Take photos and videos from around the city
• The most successful team at completing challenges on time is the champ!

Learn more here: Wild Goose Chase

11. Human Knot

“for a knotty good time”.

The Human Knot is one of the best icebreaker team building activities! In fact, there’s a decent chance you played it in grade school. It’s fun, silly, and best of all — free!

Why this is an effective group problem solving activity: Participants start in a circle and connect hands with two other people in the group to form a human knot. The team then has to work together and focus on clear communication to unravel the human knot by maneuvering their way out of this hands-on conundrum. But there’s a catch — they can’t let go of each other’s hands in this team building exercise.

• Form a circle
• Tell each person to grab a random hand until all hands are holding another
• They can’t hold anyone’s hand who is directly next to them
• Now they have to get to untangling
• If the chain breaks before everyone is untangled, they have to start over again

Learn more here: Human Knot

12. What Would You Do?

“because it’s fun to imagine”.

What Would You Do? Is the hypothetical question game that gets your team talking and brainstorming about what they’d do in a variety of fun, intriguing, and sometimes, whacky scenarios.

Best for: Distributed teams

Why this is an effective group problem solving activity: After employees or coworkers start talking about their What Would You Do? responses, they won’t be able to stop. That’s what makes this such an incredible team building activity . For example, you could ask questions like “If you could live forever, what would you do with your time?” or “If you never had to sleep, what would you do?”

• In addition to hypothetical questions, you could also give teammates some optional answers to get them started
• After that, let them do the talking — then they’ll be laughing and thinking and dreaming, too!

13. Crossing The River

“quite the conundrum”.

Crossing The River is a river-crossing challenge with one correct answer. Your team gets five essential elements — a chicken, a fox, a rowboat, a woman, and a bag of corn. You see, the woman has a bit of a problem, you tell them. She has to get the fox, the bag of corn, and the chicken to the other side of the river as efficiently as possible.

Why this is an effective group problem solving activity: She has a rowboat, but it can only carry her and one other item at a time. She cannot leave the chicken and the fox alone — for obvious reasons. And she can’t leave the chicken with the corn because it will gobble it right up. So the question for your team is how does the woman get all five elements to the other side of the river safely in this fun activity?

• Form teams of 2 to 5 people
• Each team has to solve the imaginary riddle
• Just make sure that each group understands that the rowboat can only carry one animal and one item at a time; the fox and chicken can’t be alone; and the bag of corn and the chicken cannot be left alone
• Give the verbal instructions for getting everything over to the other side

14. End-Hunger Games

“philanthropic fun”.

Does anything bond people quite like acts of kindness and compassion? The End-Hunger Games will get your team to rally around solving the serious problem of hunger.

Best for: Medium-sized teams

Why this is an effective problem solving group activity: Teams join forces to complete challenges based around non-perishable food items in the End-Hunger Games. Groups can range in size from 25 to more than 2000 people, who will all work together to collect food for the local food bank.

• Split into teams and compete to earn boxes and cans of non-perishable food
• Each team attempts to build the most impressive food item construction
• Donate all of the non-perishable foods to a local food bank

Learn more here: End-Hunger Games

People Also Ask These Questions About Team Building Problem Solving Group Activities

Q: what are some problem solving group activities.

• A: Some problem solving group activities can include riddles, egg drop, reverse pyramid, tallest tower, trivia, and other moderator-led activities.

Q: What kind of skills do group problem solving activities & games improve?

• A: Group problem solving activities and games improve collaboration, leadership, and communication skills.

Q: What are problem solving based team building activities & games?

• A: Problem solving based team building activities and games are activities that challenge teams to work together in order to complete them.

Q: What are some fun free problem solving games for groups?

• A: Some fun free problem solving games for groups are kinesthetic puzzles like the human knot game, which you can read more about in this article. You can also use all sorts of random items like whiteboards, straws, building blocks, sticky notes, blindfolds, rubber bands, and legos to invent a game that will get the whole team involved.

Q: How do I choose the most effective problem solving exercise for my team?

• A: The most effective problem solving exercise for your team is one that will challenge them to be their best selves and expand their creative thinking.

Q: How do I know if my group problem solving activity was successful?

• A: In the short-term, you’ll know if your group problem solving activity was successful because your team will bond over it; however, that should also translate to more productivity in the mid to long-term.

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   Home » Articles & News » Assessment centre tips for problem solving group exercises

Assessment centre tips for problem solving group exercises

• Apprenticeships & Training
• Interview tips
• Problem Solving
• Young Professional

Find out how to handle group assessment problem solving exercises with flair. Be the candidate recruiters are looking for!

These days, job interviews for multiple vacancies (like apprenticeships) often take place in small groups at assessment centres. How do you shine in their group problem solving exercises?

• Your problem: You want to do well in group assessment exercises
• Your solution: Check out the tips below!

When you attend a group assessment for a job or opportunity, you’ll often get asked to take part in a group exercise. This exercise is often run on a theme of a work-based problem that needs a solution.

You won’t know the problem in advance, but there are certain ways to tackle that problem and help you shine as a candidate!

What kind of group exercises might you get at an assessment centre?

They can usually be broken down into three types:

1. ‘Getting to know you’

You might get a group exercise to help break the ice and get to know each other as candidates. You will probably get asked to do something fun and quite relaxed that involves team building, like building a tower out of newspapers or making a box that will keep an egg safe if it’s dropped on the ground.

2. Discussion

You might get asked to have a kind of conference or discussion as a group about a work issue, putting the world to rights like a mini United Nations. You might all get asked to lead the discussion in turn, or there might be no leader in the discussion.

3. Role play

We don’t mean dressing up as Wolverine or Sailor Moon at comic and cosplay conventions. You might get briefed to play a certain kind of character – basically yourself, but in a certain work situation. Then you’ll get to act out a work situation together, either with each other or with an assessor.

Assessment group exercises all involve problem solving, as you can see. They also involve other Young Professional skills like communication, teamwork, self-belief and self-management.

In a group exercise, it’s not just about figuring out a problem. It’s about how you figure out a problem, especially when working with others. The assessor wants to know if you have a can-do attitude, and if you can work with others.

Assessment centre group exercise tips

• Actively contribute ideas and actions
• Don’t criticise or interrupt others. Disagree with something and want to have your say? A polite way to do it is to say “another approach might be…”
• Stay calm. It’s okay. This is an assessment, but it’s also fun. See the positive side.
• Make sure you understand the brief. If you’re given something to read, read it several times. You won’t look bad if you ask questions to clear up a point – especially if they are questions where the answers might benefit the whole group!
• Feeling like your ideas aren’t getting heard? Try getting yourself smoothly into the conversation by saying something like “I agree, and would also like to add…”
• Aim to work quickly and with purpose. If you’re not actively doing anything, think about next steps and smart ways to find solutions to whatever problem you are giving. Solutions take thinking ahead, communicating, listening and experimenting.

Good luck! Have fun in the group assessment, do your best and stay fresh!

FINAL THOUGHTS: Don’t wear jeans to a group assessment. We just chose this photo because everyone looked nicely relaxed! If interview clothes are something you are not sure about, always go with an interview suit or smart casual…

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Group Problem Solving

Students are given a problem to solve. This problem can be just about anything from esoteric philosophical issues to mathematics. The goal is to come up with a solution to the problem. In some cases, the solution will be tested and reported on.

Stern, M. (1995).  Visions for a sustainable city: Owings Mills, MD . http://www3.iath.virginia.edu/stern/

Goals and Objectives

The goals of group problem solving are to develop the students ability to solve problems in the given context. Goals can also include building team skills, experience testing solutions, evaluative skills among alternatives, etc. Sample objective statements include:

During and after performing the Group Problem Solving activity, students will…

• develop group problem solving skills,
• interpret facts and propose solutions,
• recognize key facets of a problem situation,
• identify motives creating a problem situation,
• outline a course of action,

…as determined by successfully attending to 80% of rubric items.

Materials and Resources

The instructor must present the students with the problem. This may include access to numerous background materials. The instructor should also provide a group discussion area for each group and clear guidelines on their activities.

Guiding Questions for this Lesson

As with most activities, the guiding question will depend on the purpose. For example, if group skills is the primary purpose, the guiding questions might be how well can students work together to resolve issue x? Another guiding question might be, how effectively can a student group address the given problem?

Lesson Outline and Procedure

• Either pre-select of allow self selection of students into groups. Groups of 3-5 are usually effective in online education activities.
• Present students with the problem to be solved and any background materials needed to begin solving the problem.
• Provide time for group formation. Follow the groups communications very closely at the beginning to make sure that everything starts off well.
• If it is a long process, have the groups submit progress reports.
• Final group solutions may be submitted to the instructor or the class for peer review and comments.
• In some cases, students may test out their solution and report on the results as a stage 2 process to the group problem solving activity.
• Assess both individual and group performance.

Teaching Strategies

• Group work is a fickle fiend in online education. Resources are provided below regarding effectively implementing online group work.
• If groups have already been used in the course, the same groups may be maintained to reduce group formation time.
• Do not present the students with too much information at the beginning. In other words, give them enough to guide them to the solution without actually telling them the solution.
• Use problems that have multiple or complex solutions so as to more effectively make use of group synergy relationships. Easy problems do not require group work.

Accommodations

What accommodations may be needed for students with disabilities or other special needs? The primary accommodation will involve communication changes as needed for those with disabilities to actively and effectively participate in the group activity. Other accommodations may be needed depending on the nature of the problem to be solved.

The time required to complete a group problem solving exercise can very widely. Small groups could be formed in a synchronous session and given 10 minutes to come up with a problem solution. In most cases, for a class activity involving group work, at least 3 days should be given for group formation in an online course. An additional week may be needed for the group to meet and address the problem. 3-5 more days would be needed for the group to compose and submit a problem response. These would be average times that will vary by the needs of the exercise.

Ideas for Lesson Evaluation and Teacher Reflection

How did the students like the lesson? End of semester evaluations should ask about the usefulness and learning accomplished through such activities. Also, the conversation that occurs during the activity will help guage how the students are enjoying various aspects and whether they are learning and/or participating.

Questions the instructor should ask when evaluating the lesson include: Were the students engaged in efficiently working together? Does the solution actually address the problem? Is there creativity in the solution? Is the solution feasible? How quickly did they arrive at a solution?

How was student learning verified? Participation can be assessed in discussion sessions. A rubric can also be set up to help guage the quality of final work.

Sample rubrics for group work available online:

Useful Online References on Group Work in General

• Austin, D., & Mescia, M. D. (n.d.). Strategies to incorporate active learning into online teaching . from http://www.icte.org/T01_Library/T01_245.pdf
• Lopez-Ortiz, B. I., & Lin, L. (2005, February). What makes an online group project work? Students’ perceptions before and after an online collaborative problem/project-based learning (PBL) experience.  International Journal of Instructional Technology and Distance Learning, 2 (2). from  http://www.itdl.org/Journal/Feb_05/article04.htm

A Few Books with Information on Group Work Online

• Harasim, L. (2007). Assessing online collaborative learning: A theory, methodology, and toolset. In B. H. Khan (Ed.). Flexible learning in an information society . pp. 282-293. Hershey, PA: Information Science Publishing.
• Horton, W. (2000). Designing Web-based training . New York: John Wiley & Sons, Inc.
• Ko, S., & Rossen, S. (2001). Teaching online: A practical guide . Boston: Houghton Mifflin Co.
• Nicolay, J. A. (2002). Group assessment in the on-line learning environment. In R. S. Anderson, J. F. Bauer, & B. W. Speck (Eds.).  Assessment strategies for the on-line class: From theory to practice . pp. 43-52. San Francisco: Jossey-Bass Publishers.
• Palloff, R. M., & Pratt, K. (1999). Building learning communities in cyberspace: Effective strategies for the online classroom . San Francisco: Jossey-Bass Publishers.
• Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities fo online teaching . San Francisco: Jossey-Bass Publishers.
• Salmon, G. (2002).  e-tivities: The key to active online learning . London: Kogan Page Limited.

Center for Teaching Innovation

Resource library.

• Establishing Community Agreements and Classroom Norms
• Sample group work rubric
• Problem-Based Learning Clearinghouse of Activities, University of Delaware

Problem-Based Learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

• Working in teams.
• Managing projects and holding leadership roles.
• Oral and written communication.
• Self-awareness and evaluation of group processes.
• Working independently.
• Critical thinking and analysis.
• Explaining concepts.
• Self-directed learning.
• Applying course content to real-world examples.
• Researching and information literacy.
• Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to   work in groups  and to allow them to engage in their PBL project.

Students generally must:

• Examine and define the problem.
• Explore what they already know about underlying issues related to it.
• Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
• Evaluate possible ways to solve the problem.
• Solve the problem.
• Report on their findings.

Getting Started with Problem-Based Learning

• Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
• Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities .
• Establish ground rules at the beginning to prepare students to work effectively in groups.
• Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
• Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
• Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

Nilson, L. B. (2010).  Teaching at its best: A research-based resource for college instructors  (2nd ed.).  San Francisco, CA: Jossey-Bass. 

Supporting physics teaching with research-based resources

• Expert Recommendations

Developed by: University of Minnesota Physics Education Research Group

Teaching Materials

What? Students work in groups using structured problem-solving strategy to solve complex, context-rich problems that are too difficult to solve individually.

Why? Unlike earlier traditional "group learning", Cooperative Group Problem-Solving rewards both individual and team accomplishments and allows all group members to rotate leadership roles. If implemented well, this method promotes collaborative skills valued in most work settings.

Why not? Assigning students appropriately to achieve heterogenous grouping is challenging at the undergraduate level. It takes time and effort to construct tasks with clear expectations for both individual and group responsibilities, and to teach relevant interpersonal skills required for group success.

Student skills developed

• Conceptual understanding
• Problem-solving skills
• Making real-world connections
• Using multiple representations

Instructor effort required

Resources required.

• Tables for group work

The University of Minnesota has created a free  online archive of context-rich problems , where you can find problems for many topics in introductory mechanics and electromagnetism to use with cooperative group problem-solving.

You can also use the cooperative group problem-solving approach with many other types of research-based activities .

• at least 1 of the "based on" categories
• at least 1 of the "demonstrated to improve" categories
• at least 1 of the "studied using" categories

Research Validation Summary

Based on research into:.

• theories of how students learn
• student ideas about specific topics

Demonstrated to Improve:

• conceptual understanding
• problem-solving skills
• beliefs and attitudes
• retention of students
• success of underrepresented groups
• performance in subsequent classes

Studied using:

• cycle of research and redevelopment
• student interviews
• classroom observations
• analysis of written work
• research at multiple institutions
• research by multiple groups
• peer-reviewed publication
• P. Heller, T. Foster, and K. Heller, Cooperative group problem solving laboratories for introductory classes , presented at the The changing role of physics departments in modern universities: International Conference on Undergraduate Physics Education, College Park, MD, 1996.
• P. Heller and M. Hollabaugh, Teaching Problem Solving Through Cooperative Grouping. Part 2: Designing Problems and Structuring Groups , Am. J. Phys. 60 (7), 637 (1992).
• P. Heller, R. Keith, and S. Anderson, Teaching Problem Solving Through Cooperative Grouping. Part 1: Group Versus Individual Problem Solving , Am. J. Phys. 60 (7), 627 (1992).

Compatible Methods

Similar method, physport data explorer.

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Eberly Center

Teaching excellence & educational innovation, how can i assess group work.

All of the principles of assessment that apply to individual work apply to group work as well. Assessing group work has added challenges, however. 

First, depending on the objectives of the assignment, the instructor might want to assess the team’s final product (e.g., design, report, presentation), their group processes (e.g., ability to meet deadlines, contribute fairly, communicate effectively), or both. Second, group performance must be translated into individual grades – which raises issues of fairness and equity. Complicating both these issues is the fact that neither group processes nor individual contribution are necessarily apparent in the final product.

Thus, in addition to evaluating the group’s output, instructors may need to find ways to determine how groups functioned and the extent to which individuals contributed to the effort. This isn’t always easy, but these general principles can guide you, and the Eberly Center for Teaching Excellence can help you find and implement the right approach for your goals and context.

Assess individual, as well as group, learning and performance.

Assess process as well as product..

• Make your assessment criteria and grading scheme clear .

Find samples of group project assessment tools here...

Diligent students can be profoundly demotivated by group projects if they feel that their own success is dependent on team members who don’t do their share. One way to counteract the motivational hazards of group projects is to assess individual students’ learning and performance in addition to the group’s output. This strategy gives diligent students a greater sense of fairness and control and discourages free ridership. 

Individual learning and performance can be assessed in any number of ways. Some instructors add an individual component to group projects (e.g., a short essay, journal entries); some combine a group project with an individual test or quiz. Both group and individual performance are then reflected in the total project grade (e.g., some faculty members make the group grade worth 50% and the individual grade worth 50%; others split it 80%/20%. There’s no perfect breakdown, but the grading scheme should (a) reflect your goals for student learning and (b) seek to motivate the kind of work you want to see.)

Professor Solomon asks student groups to research a famous anthropological controversy, and give an oral presentation analyzing the issues, positions, and people involved. She assigns a group grade for the presentation, but also requires all the team members to write a short, individual paper summarizing what they learned from the assignment and what they contributed to the team. If the individual piece demonstrates a poor understanding of the material or a low level of participation in the group, she reserves the right to lower the individual’s grade by a full letter grade. If it is particularly informed, thorough, or demonstrates an exceptionally high contribution to the team, she raises the individual’s grade by a full letter grade.

If developing teamwork skills is one of your learning objectives for the course, it’s important to assess students’ progress toward that goal. In other words, you should assess process (how students work) as well as product (the work they produce).

Process can be assessed according to a number of dimensions, such as the ability to generate a range of ideas, listen respectfully to disparate perspectives, distribute work fairly, resolve differences, and communicate effectively. Since instructors don’t always have a direct window into the dynamics of student groups, they often rely on teams to self-report via:

• team evaluations: each member of the team evaluates the dynamics of the team as a whole.
• peer evaluations: each team member evaluates the contributions of his/her teammates. 
• self-evaluations: each team member documents and evaluates his own contributions to the team.
• Find samples of evaluations here...

These assessments can be quantitative or qualitative. They can be done as reflective writing assignments or as questionnaires targeting specific dimensions of teamwork. Think about which tools suit your purpose and context. Also give some thought to when you’ll use them (in the middle of the semester? at the end? both?), who should see them (just you? other team members?), and whether or not they should be anonymous. The Eberly Center can help you find, adapt, or create the right tool and determine how to use it to best effect.

Remember, too, that process assessments are subjective and students are not always straightforward when evaluating one another or themselves. However, in combination with product assessments and individual assessments, they can offer valuable glimpses into how teams function and alert you to major problems (e.g., particularly problematic team members or serious conflict), which can help to inform your feedback and grading.

Professor Montoya assigns a multi-stage information systems project where students work together in teams over much of the semester. Over the course of the semester, he periodically asks students to evaluate both the dynamics of the team as a whole and their own contributions, and to reflect on ways to improve both as the project continues. At the end of the project, he asks students to complete a peer evaluation for every member of their team, indicating each member’s contribution to the group. Professor Montoya’s total grade for the project combines a group grade (75%) and an individual grade (25%). The individual grade is based, in equal parts, on how each student’s teammates evaluated his contribution to the group and on the quality of the feedback he provided to them.

Make your assessment criteria and grading scheme clear.

It’s always important to articulate your performance criteria so students understand your expectations and standards. This is especially true if you are emphasizing skills that are not usually assessed, such as the ability to resolve conflict, delegate tasks, etc. Criteria for evaluating both product and process can be communicated by giving students a group work rubric ( pdf ) before they begin their work and then using it to provide meaningful feedback during and at the end of the project. 

It’s also important to think about how you will weigh the various components of group projects in your grading scheme. Some questions to consider include:

• What percentage of the student’s total project grade will be based on the group’s performance vs. individual components? 
• What percentage will be based on assessments of product vs. assessments of process? 
• How much weight will you give to peer evaluations or self-evaluations? 
• Will feedback from external clients also be incorporated into your assessment of the group’s work? If so, what sorts of feedback will you solicit: feedback on product (e.g., Does it work? Is it a good solution/design?), feedback on process (e.g., Did the group communicate effectively with the client? Did it meet deadlines?), or both?

A number of dimensions of group work can factor, either formally or informally, into a student’s grade. What’s important is to think about what dimensions of student performance matter to you and how your grading criteria and the weighting of assessment components can help motivate the behaviors you want to see. Finally, it’s critical to clearly communicate your grading scheme to students.