This final assessment is a journal that focuses on the group presentation, especially the group presentation, the individual student using the Gibbs model will reflect on the roles (making reference to Belbin) they individually played. What you learnt from the experience? And how will those lessons help you do better in the future, in other words, your personal behaviour.
Geographers regularly encounter group work situations, be it on ﬁeldwork or as teamsaddressing broad multi-disciplinary problems which form a central theme for environmentalmanagement. There is a longstanding recognition of the need to incorporate group workprojects in higher education curricula (Springer et al., 1999), reﬂecting the requirement ofgraduate recruiters for work-related or transferable skills. Both in the UK andinternationally, there has been increased recent effort to develop employability statements,generic graduate attributes or personal development plans that clarify the role of educationoffered to students, beyond disciplinary content knowledge (Bowden et al., 2000;Barrie, 2006, 2007; CBI/UUK, 2009). These core outcomes of higher education are oftenproduced by individual institutions seeking to demonstrate the quality of their graduates, orthey may be developed at a national or international scale to ensure comparability andcompatibility of education systems (e.g. the European Higher Education Area). A commontheme of graduate attributes worldwide is inclusion of the ability to work ﬂexibly in a team,to communicate, to collaborate, to listen seriously to the insights of others and to compete inthe future economic environment (e.g. Kuh, 2008; WAG, 2009). Wheatley (1992) reportsthe anticipation by managers in the UK that more of their work will be conducted in teamsand that possession of good team-working skills is becoming increas ingly necessary