This post is a reflection on a one-hour tutorial in which I was observed by a peer as part of my ongoing PgCert journey, focusing on facilitating team collaboration and conflict resolution. See the observation notes in this link.
Facilitating collaboration is never straightforward—especially when working with diverse teams where expectations, communication styles, and cultural understandings of teamwork can vary significantly. My most recent tutorial was a perfect example of this complexity, offering an opportunity to observe, reflect, and refine approaches to fostering effective teamwork.
This session formed part of a six-week collaborative unit where students from MA Innovation Management and MA Applied Imagination work in cross-disciplinary teams to identify an opportunity for collaboration with an institution from the Knowledge Quarter. The end goal is to present a future-proof idea or proposal, integrating research, strategy, and creative thinking.
Importantly, the observed session covered only one hour of a three-hour tutorial, and this tutorial itself was just one of many across the six-week unit. The broader learning journey includes multiple touchpoints, including structured team-building activities, reflective exercises, and conflict-resolution strategies.
Cross-Group Sharing: Creating Space for Reflection
We started the tutorial with a cross-group sharing exercise, designed to give students the chance to step outside their immediate teams and engage in an informal yet insightful exchange with another group. The activity took place outdoors, with snacks on hand to create a relaxed environment—small but intentional choices aimed at encouraging openness and reducing pressure.
Students were asked to reflect on their team’s collaboration dynamics and share insights with a peer from another team. They approached this exercise in different ways—some focused on solutions and workflow adjustments, while others expressed frustration over unresolved tensions. The challenge, of course, is to bridge these perspectives, ensuring discussions move beyond venting and towards constructive action.
One notable observation was that the presence of an external observer created some initial hesitation among students. I had deliberately not introduced the observer formally during this short activity (10min), as I wanted to maintain the authenticity of the discussion. While this decision led to some momentary confusion, it also allowed students to engage more naturally. In future, I will assess on a case-by-case basis whether a formal introduction is beneficial—or if a low-key approach helps students express themselves more freely.
DESC: A Framework for Addressing Tensions
As part of the preparation for this session, students were introduced to the DESC framework from Scott (Describe, Express, Specify, Consequences)—a communication model designed to structure feedback and resolve tensions in a constructive manner. While the observer noted that the group discussions could have benefited from additional reflective tools such as a SWOT analysis, I realised that I had not explicitly shared the DESC framework with the observer beforehand. As a result, the underlying structure of the student reflections may not have been immediately clear.
This highlighted a valuable learning point for me as a facilitator: when inviting an external observer into a session, ensuring they have full context on the methodologies being used can provide greater clarity in their feedback and interpretation of student interactions.
Navigating Conflict: Strength-Based Approaches
Another recurring theme in the tutorial was conflict within teams—a natural, if often uncomfortable, aspect of group work. Issues ranged from differences in work ethic and commitment levels to interpersonal tensions and frustration over perceived imbalances.
Rather than focusing solely on problem-solving, I encouraged students to take a strength-based approach—recognising what was working well within their teams and using that as a foundation for addressing challenges constructively. One particularly effective tool for this was revisiting their original team charter. By reconnecting with their initial values and agreements, students were able to identify areas where they had drifted and make conscious decisions about what to adjust moving forward.
Beyond the immediate challenges of the unit, I emphasised that these moments of tension, negotiation, and recalibration were not just about completing an assignment but about developing critical life skills. The ability to navigate team dynamics, manage disagreements, and foster productive collaboration will be essential in their future careers—whether as leaders, innovators, or change-makers. I encouraged them to see team collaboration as a leadership skill in itself—one that, when mastered, will strengthen their ability to work across disciplines, influence others, and drive meaningful impact in professional environments.
Final Reflections and Moving Forward
This session reaffirmed the importance of structured reflection, open dialogue, and adaptability in collaboration. Encouraging students to articulate challenges, revisit their commitments, and actively engage in conflict resolutionnot only enhances their project outcomes but also equips them with lifelong skills for professional teamwork.
One area I want to further explore in future sessions is the power of voice in communication—how students use their tone, volume, and presence to assert themselves within a team. Effective collaboration isn’t just about what is said, but how it is conveyed, and I see great potential in integrating voice-awareness exercises into future tutorials. This connects with my previous reflections on the importance of using one’s voice wisely, not just as a tool for expression, but as a strategic instrument for influence, leadership, and fostering a productive team environment.
Facilitating teamwork is rarely linear, and there’s no single formula for success. However, by continually refining our approaches—both as tutors and students—we can create more resilient, adaptable, and engaged teams who are prepared not just for academic collaboration, but for the professional challenges ahead.