Using an Individual Reflective Journal based on the Belbin Team Roles Framework to Manage Group Projects in Large Classes

Group-work, while highly valued, can be challenging to manage in large classes. This paper examines how an individual 'Reflective Journal' (learning log), which requires students to reflect on their experiences and personal learning while undertaking a group project, can be used to enhance group-work and reduce the need for lecturer intervention. Central to the individual reflective journal is the application of the Belbin (1993) Team Roles Framework, undertaken online by each group member at the start of the project. Students are required to reflect on their Belbin outcome, through applying a reflective-writing framework in their journal, and to consider its perceived accuracy. They are also encouraged to reflect on all the other Belbin group-work personality types, so they gain a greater appreciation of others' working styles, both their strengths and weaknesses. Students have frequently commented on how valuable they find this Belbin analysis, not only in terms of gaining a better understanding of their own group-working strengths and weaknesses, but also in giving them a greater appreciation of how to better manage their project groups, through a better understanding of others' group-work roles. The need for lecturer intervention in group-project disputes has reduced significantly, making it feasible to continue to run group projects in large classes (60 project groups in one semester). A proposal for further research to test the efficacy of the Belbin Framework, as a project group management tool in a large-class context, is discussed.