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Make Sure Your Team’s Workload Is Divided Fairly
- Rebecca Knight
It’ll save your top performer from burnout.
An important part of your job as a manager is making sure everyone on your team has the right amount of work. It’s tempting to give the workhorse more projects than others (especially if she’ll get them done the fastest) or to ease up on someone who is struggling, but you also need to be fair. How do you make sure that work on your team is evenly distributed? What do you do about the person who’s great at saying no and the one who can’t say no?
- RK Rebecca Knight is a journalist who writes about all things related to the changing nature of careers and the workplace. Her essays and reported stories have been featured in The Boston Globe, Business Insider, The New York Times, BBC, and The Christian Science Monitor. She was shortlisted as a Reuters Institute Fellow at Oxford University in 2023. Earlier in her career, she spent a decade as an editor and reporter at the Financial Times in New York, London, and Boston.
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How to Give Assignments to Team Members
Table of Contents
The project has been divided into milestones, goals and objectives broken into tasks, and now it’s time to assign them. But as you open the project management platform, you’re faced with the unflattering process of wording the tasks, and choosing whom to assign them to.
Well, in this article, we offer advice on how to make that jumbled first moment a little clearer. There are actionable tips, learning the difference between allocating and delegating tasks, and suggested criteria on how to choose the best person for the job.
For a more precise overview, here’s a table of contents:
How do you assign employees tasks?
We normally think that assigning tasks is a time-consuming process that focuses on clearing out task lists to keep the project going. However, task assignment should actually be a more employee-oriented process that requires additional dedication and effort, which yields incredible results. But what do we mean by that?
Properly assigned tasks push your employees, projects, and the overall company forward. Here’s how.
- They strengthen accountability and trust between managers and employees;
- They help teach new skills and perfect old ones;
- They allow employees to get familiar with other teams and avenues of work;
- It becomes easier to make project estimates;
- Makes for great bases for performance reviews, etc.
The list could go on, but we’ll stop there for now.
Of course, such long-term benefits don’t come without some proverbial blood and sweat in the planning stage. Let’s take a look at the general ideas on assigning employee tasks, and specific steps you can take.
Motivation comes from knowing the bigger picture
When we talk about the bigger picture in project management, we talk about each team member’s task affecting their peer’s down the line. Since all tasks are usually small pieces of the puzzle, it helps to remind employees how their work contributes. For example:
- A high-quality draft can make a great foundation for the final version, and it can be completed more quickly.
- A well-prepared presentation can shave time off unnecessary questions and additional email inquiries.
It comes as no surprise that people work better and are more productive, when they know that their work has an impact on the company level.
And so, when you assign tasks, try to emphasize how they fit in the bigger picture. Simply saying: “ You doing X will help with Y and Z ” and how it reflects on the project as a whole will let an employee know that the task they were assigned is important.
Get your employees excited to commit
Telling people about the bigger picture and showing them what’s possible can only get them so far. It’s enough to ignite the initial spark, but for them to fully commit to the task, you need to define what that task entails.
They should be able to picture how to go about the work, what skills to use, and how to reach the desired result. The clearer the instructions, the more motivated they will be to work.
Simply put, give directions on how the task should be done, and make sure they understand. You can’t read each other’s minds, so it’s important everyone is on the same page.
Ask for task transparency
One of the best practices a company can employ is transparency among coworkers.
This is achieved by having everyone input their tasks for the day in a timesheet. The purpose of timesheets is to get an accurate idea of what everyone is working on at any given time.
When people know who works on what tasks, it’s easier for them to know if a person is available or busy, how far along they are with a task, etc.
So, when you give assignments to employees, label them with deadlines. Alternatively, you can ask for employees’ assessments on how long the work would take them, and use those timeframes.
Source: Clockify team timesheet
Timesheets are a great way to keep an eye on tasks and the people doing them. You get to:
- see who struggles with what (helps assess people’s skill sets);
- who burns through their workload and is available for additional tasks;
- whether your time estimates need correction;
- identify any wasted time.
💡 If your employees are insecure about keeping public records of their tasks, here are a few resources that can help:
- How to create order in your daily work tasks
- How to be more efficient with your tasks
Keep a crystal clear timeframe
While we’re discussing timesheets and deadline transparency, it’s important to mention that the times you set for task completions need to be clear-cut.
As we’ve mentioned, the safest way to assign deadlines is to consult the employees. They are better at assessing how long it will take them due to the tasks’ difficulty, overall deadlines, the standards that need to be met, and the skill required to complete it.
When they get a say in how long they should be doing an assignment, people tend to feel more accountable for the whole process. They will do their best to finish in time, since they actively participated in setting the deadline.
Set very clear expectations
Assigning a task should always include your (the supervisor’s) expectations pointed out. For example:
- Does a logo pitch need as many drafts as possible, or just a few finished pieces?
If you ask a designer to make some drafts for a logo pitch, you must specify the kind of quality you’re looking for. Explain whether you are looking for some sketches and drafts for a brainstorming meeting, or if you want clean, presentable pieces to show.
Additionally:
- How many pieces should the designer do?
- Is there a specific color palette they need to follow?
- How important is the task? Is this the day they finally decide on a logo, or is it still in the brainstorming stage? (decides on the quality of the work itself)
Assigning the task using the above questions, you help the designer understand how much effort precisely they need to invest. They become more motivated with clear instructions, as they know what is expected of them. There’s no fear of having their work criticized for something that wasn’t communicated in the beginning. And on your end, it prevents breached deadlines or subpar results.
Avoid creating dependency by being less involved
It’s not unusual for employees to ask their supervisors for their opinion on a certain task, or their performance.
The problem arises when a supervisor makes themselves too involved with the process. When they feel like the project might fall apart if they don’t have their eyes on every moving part all of the time. And when you have, say, 20 people waiting for that person’s approval, advice, or consultation, the workflow runs into a gridlock.
And wait time is wasted time.
Plus, people lose motivation, patience, and grow frustrated, as they could be doing other things.
So, learn not to jump in every time people call for your aid. Assign reliable people who can address smaller issues, while you handle the big picture. Learn how to expend your own energy where it is needed more.
For example – making a pitch presentation for potential investors keeps getting put off because one person needs you to check a client email they want to send, another wants your signature on a form, and the third wants to ask something about employee feedback that’s coming up.
In order to not be stretched thin, and have your time wasted on menial tasks, here’s where you can start:
How to mitigate the risk of being over-involved when assigning
- Remember that you match tasks to people
Which means that, by matching the right people with the right tasks, your involvement will be minimal. Take time to carefully choose who gets to do what. What is the point of assigning tasks if they can’t be done without you?
- Have a 10-point scale to judge the importance of items
How important are certain aspects of your leadership role? Are you absolutely necessary in every meeting, or during every call? Which tasks need your approval, and which ones can be approved by someone under you?
Rank these items on a scale of 0 to 10, based on their importance to you and the project. Top priority tasks should get your undivided attention. And what can be delegated, should be.
- Analyze your schedule
Your energy and time are needed on a much broader scale. The best way to spot if you’re wasting time being too involved is to look at your schedule. Identify how much time you’ve spent on low-priority items, and assess which issues could’ve been solved without you.
- Take into account priorities and deadlines
Step in only when absolutely necessary. You are in charge of things getting done on time, by people most qualified for assigned tasks. Determine what your priorities are for each project, and concern yourself only with those issues, unless there is a risk of breaching a deadline.
- Formulate a list of dependable people
If you know your employees (or team members) well enough, then you should be able to single out those who are more dependable and ready to take on a little more responsibilities. Write out the reasons how they could help by getting involved on low-priority items instead of you. When the time comes, rally them and present them with the idea, keeping in mind that this solution helps push the project forward. When authority is delegated to several people, there’s fewer chances of a hold-up in the workflow.
This also falls into the realm of task delegation , which we’ll get into later.
How do you decide what tasks to assign to which employees?
1. assign based on priority.
Naturally, some tasks will be more important than others. When you break down a project into tasks , spend some time assessing their priority level.
High-priority tasks should be the first on your list to allocate. Whether it’s because they’re time-sensitive, or require more effort and dedication.
Low priority tasks can be allocated as fillers to the first available person.
2. Assign based on employee availability
Another factor to consider when assigning tasks is who is available at the moment.
As the project moves along, new tasks will be added. You will have to allocate new work, but odds are you won’t always be able to pick who you want. Especially if a deadline is approaching, the person with the smallest workload should be your first choice.
Overloading an already busy individual just because they’re more skilled or you have faith in them the most puts an unnecessary strain on them. It’s cause for frustration, poorer results, and decreased productivity.
And as we’ve mentioned, if you have a timesheet with an overview of all the tasks and employees working on them, it’ll be much easier to spot who is free and who isn’t.
3. Assign based on employee skill level
High-priority tasks should go to employees with more experience in a given field or skill. However, you should occasionally give such tasks to other employees as well, to help them grow and become just as dependable. Giving people challenging tasks that can boost their experience is essential to productivity and morale.
Not to mention you get to have multiple high-skilled employees.
Low-priority tasks can be assigned to anyone, despite their experience level. They’re a good opportunity to practice, pick up new skills, or get smaller tasks out of the way to make room for more important ones.
4. Assign based on preference
Last, but not the least, preference can also play a big part in how you assign tasks.
It’s a given that some employees will prefer certain tasks over others. So it could be good to assign tasks at a meeting with the team. As you discuss priorities, deadlines, and availability, ask them which tasks they would like to work on.
If someone shows interest in a specific type of work, they should (with some consideration), be allowed to take it. After all, people are more productive when they’re assigned to something they find new or exciting.
Note: Apply this rule with caution. Letting people do only the tasks they want can stunt their career growth. Getting out of our comfort zones and occasionally doing tasks that we don’t like is how we develop and learn. So, don’t forget to document assignments as you hand them out, to spot these potential issues early on.
Allocating vs delegating tasks
While semantically similar words, delegation and allocation in terms of tasks are two different things.
When you allocate tasks , you are assigning tasks without giving the employees much authority, challenge, or room to grow. It includes you keeping all of the responsibility – writing out the tasks, making deadlines, providing resources, tools, etc. These are usually recurring tasks that can become repetitive.
When you delegate tasks , you allow for some of that responsibility to fizzle out from your fingers. All you think about are the objectives, while letting the employees figure out the details and means to get there.
However, that doesn’t mean delegation is right and the allocation is wrong.
Task allocation has its own place. It is just as important, as a lot of tasks come down to repeated processes that are still vital to the project progress. Task delegation is just a good opportunity for employees to learn, challenge themselves, and assess their skills and performance.
When should you allocate tasks?
Management and BizDev consultant Artem Albul shared his concept on task assignment, which he dubbed an “algorithm”. He emphasized how these criteria are useful only and only when you wish that employees perform the tasks based on your guidelines and instructions (aka allocation).
Here is how Albul broke down the algorithm:
Source: Artem Albul, TWA Consulting
As we can see, task allocation, while the more “controlling” of the two, also gives in-depth instructions and asks for confirmation on task clarity. A lot of it comes down to everyone being on the same page, leaving little to no room for misinterpretation (but also creative freedom).
How should you allocate tasks?
With all that we’ve mentioned in the previous section, here’s how your task allotment could look like, step by step.
- Break down your project
Detail out the goals, objectives, and some individual tasks (not all, be careful not to start micromanaging). Place the most important deadlines.
- Prioritize tasks and sort them
It’s important to know what tasks need to be done faster/better, to properly allocate your resources and manpower from the start.
- Make a list of teams and team members
Assign team leaders (if you don’t have them), and alternatively, ask for their input on individual employees skills, for a more informed decision on who gets what.
- Schedule a meeting
Make a meeting with the team leads and go through the points above. Assign tasks according to each team’s availability, interest, and skill required to successfully push the project forward.
- As team leads – assign tasks further down the pipeline
- Track task completion and make necessary changes along the way
Whether it’s pushing deadlines, reassigning tasks, or shifting around resources. This is perfectly fine and expected, so long as it doesn’t happen on every task you’ve assigned. Then, it is an indicator of poor pre-planning.
- Offer feedback and write performances
Don’t forget to track the progress and make notes of important details that might help the next task allocation/delegation process. It’s also a useful piece of information for the employees on what they need to improve on.
Allocating tasks is somewhat more complicated than we want it to be. But, this kind of thorough research and preparation will make projects run more smoothly. Employees will also be more satisfied with their work, and there will be less hurdles as deadlines approach.
When should you delegate tasks?
Delegation is a great practice in trust for both the employer/supervisor and the employee. The employer learns how to give away some of their control over the process, while the employee learns how to take more accountability for their work.
This lets you focus on big-picture aspects of your job, since you deal less with assignments that are low-priority for you. You save time and energy, while helping others move up in their careers.
How do you effectively delegate tasks as a leader?
As we’ve mentioned, delegating includes more employee independence. There are some additional components which make this type of task assignment more appealing than allocation, with great opportunities for growth.
Focus on delegating objectives instead of actual tasks
When you delegate, you focus on the objective that needs to be done. You shouldn’t give employees a “color by numbers” instruction on how to complete a task.
Communicate clearly what the end result should be and what expectations you (or the higher-ups) have. Leave the means for reaching that end goal to the employees themselves. Because how you solve a task may be completely different to how they will. And that is perfectly fine, so long as the result is the one you are looking for.
Keep the objectives challenging
When the objectives you’re delegating are too easy, chances are the person will either procrastinate, or feel like you don’t trust them enough. And if they’re too difficult, they get frustrated, anxious, and begin to panic.
It’s a good idea to be aware of an employee’s skill level, so you can gauge how much challenge and responsibility they can take on. For them to be the most productive and achieve great results, they need to enter “the state of Flow”.
Source: Optimal Experience , M. Csikszentmihalyi
💡 We’ve discussed the state of Flow in more detail in an article on time organization.
Encourage discussion and feedback
Let employees voice their opinions on the topic.
They should ask anything about the task, the goals, or the overall impact their work will have on the later stages or others’ workflow. It means they are interested in the task, and getting involved.
And if they aren’t asking questions themselves, you can always nudge them into proactivity.
- Is there something you’d like me to clarify?
- Do you already have any ideas on how to go about the task?
- Is the time we agreed upon enough for you?
- Will you need other resources, tools, or support?
- Do you see any problems or risks?
Questions like these help them feel valued, their efforts acknowledged, and let them know you care about the task and how well they perform. Just be careful not to overdo it, or you’ll start to look like a micromanager.
Give employees free rein, but offer support
Speaking of micromanaging, delegation means you let people problem-solve their way out on their own. There should be no reason for a manager to step in and control or supervise any step of the process, unless absolutely necessary.
However, what you should do is let them know you’re available for any advice should they feel stuck. Just because employees get authority on a certain task, and are left to their own devices, doesn’t mean the project has to suffer until they pull themselves up.
From time to time, ask them if they need anything from you, and make sure they know you’re there for any kind of support, consultation, or mediation. ANother good practice is to also give them additional learning opportunities – such as training, conferences, courses, etc.
Delegate objectives that move people forward
Choose assignments that boost the skills and employ all of their experiences, instead of something that simply needs to be done. For example:
- Tasks that require they brush up on their team communication skills;
- Learning how to allocate smaller tasks;
- Supervising others’ work and doing quality control;
- Learning to work with a new tool;
- Holding a meeting (or more), etc.
Find out which skills your employees may want or need to develop, and then plan your delegations accordingly. You want them to complete the task while having learned something new at the same time.
How to choose who to delegate to
Paul Beesley, senior director and consultant at Beyond Theory proposed a nifty checklist for when you’re choosing an employee to delegate to. It’s meant to simplify and speed up the process.
To successfully complete the delegated task, your chosen employee needs:
S – the skill to perform and complete a task
T – the time to complete the task, and if needed, learn the required skill
A – the authority to handle everything concerning the task
R – the necessary level of responsibility
R – the recognition for successfully completing the task
This list is a set of important criteria that should be covered when you consider who to assign to a specific task. However, depending on your niche, type of service, company size and the project at hand, the criteria are likely to change. And it should accommodate your needs, not the other way around.
Common task delegation mistakes to avoid
With all being said, there are some common mistakes managers and employers make, sometimes without even realizing it.
- Being too vague concerning deadlines (using: as soon as possible, when you get to it, I need it by yesterday). It creates unnecessary pressure.
- Being unavailable for questions and concerns. While you shouldn’t micromanage, you should still be present for support if an employee feels stuck. Ignoring them or handing them over to someone else could cause distrust. However, if you are usually swamped with work, set consultation hours each day or week.
- Having unclear directions. Specifying the allotted time for task completion and expectations should be the bare minimum when delegating tasks.
- Not providing feedback. No feedback is worse than bad feedback. Employees need to be aware when they’re doing good work, as well. In one company I worked for, the mantra was: “If no one is complaining about your work, that means you’re doing good”. And while it sounds like sound logic, it actually caused a lot of frustration. We were left directionless, and simply “floating” from task to task, never knowing if any of them had a positive impact on our performance.
- Not listening to employees. Take into account how they feel about a task or the objective. Let them give you feedback and if there are potential problems from the get-go.
- Assigning other people to the same task. If you notice a person struggling, the first instinct should be to ask them how they’re faring, and if they need any help. Some managers tend to assign other employees to help them without consultation, which leaves a sore taste. The employee will feel even more incompetent and will be less likely to take on a similar task in the future.
- Assuming people will know what you mean. This is one of the biggest problems. When you’re formulating a task, be as clear as possible about the goals and expectations. Oftentimes managers think that these things are implied, but the truth is – no one is a mind reader. To avoid having information misconstrued or misunderstood, communicate clearly and directly.
There could be more mistakes, especially for every different field and industry. If at all possible, identify the most common ones, made either by you or your peers. Note down all the instances where certain tasks weren’t up to par, and see what you could have changed in your assignment process to fix it. Maybe there wasn’t enough time or resources, you were unclear, or the employee wasn’t ready for such responsibility. Use the same procedure in all future task delegations. It’s the only way to learn and make the process quicker.
Use Clockify to assign tasks with ease
Now you’re a master of task delegation — congrats!
But there’s more to it than meets the eye.
In fact, what if you used a digital tool like Clockify to increase the likelihood that each job would be completed on time and on point?
In Clockify, you can easily create highly descriptive assignments that contain information like:
- Start time,
- Billability status,
- Name of the employee,
- Period for getting the assignment done,
- Hours per day to spend on the assignment, and more.
That way, you can plan who works on what, how long, and when.
Similarly, Clockify allows you to create project milestones to achieve results faster.
With the Milestones option, you can select dates for deadlines, allowing you to pin down important events in your projects.
For example, if your client expects you to keep them in the loop about developments, you can inform them promptly on whether your team has reached the agreed-upon milestones.
Refocus on your company’s big picture with a project and time tracking tool.
Marijana Stojanovic is a writer and researcher who specializes in the topics of productivity and time management.
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What Every Job Seeker Should Know About Work Assignments During the Interview Process
You’re progressing well through an interview process, and you think you’re close to landing that coveted offer, when the employer says, “One more thing—we have a little homework for you.”
This tactic is used by a lot of companies (especially startups), and with good reason: The hiring manager gets a firsthand look at your approach, creativity, quality, turn-around speed, and communication and presentation style and can gauge how serious you are about the position.
If you really want that job, your instinct will likely be to put your best foot forward and provide the most fabulous project the employer has ever seen. But there’s something else to consider: You may end up putting in many hours of work, creating an awesome deliverable—and at the end of it all, still not getting the job. There’s even a chance that the company will take the ideas you labored over for its own benefit, and you’re left not only without an offer, but without compensation for all that hard work.
It’s happened to me: Once, at the end of a second round interview, a hiring manager asked me for a list of quick-hit ideas on increasing user engagement for his consumer website. I spent almost half a day coming up with a list of 10 great ideas, including many examples from other sites. After I proudly sent over my recommendations, I didn’t hear from the company for over two weeks. When I finally got a response, he thanked me for all my hard work and said that the company decided not to pursue the position at this time due to “internal matters.”
Who knows if this really was the case; but to my surprise, I noticed a handful of my ideas were actually implemented within the next few months on their site. Maybe these were ideas already in motion and my assignment only confirmed what was planned, but I couldn’t help but feel that I had been somewhat “used” and regretted putting so much time and effort into this homework.
While there are times you may want to go to the moon and back for a job , it’s also important to be careful how you approach these homework assignments—especially if you’re investing your time into applying to multiple jobs. Here are some tips on how to handle this tricky situation.
1. Understand General Goals and Expectations
First, it’s important to get a sense of how this assignment will factor into the overall evaluation of your candidacy. Is this the final hurdle before the job offer? (It should be.) How will this be weighed with other elements of your interview? (You should get some positive reinforcement that the company’s very interested and just wants to get a sense of how you work.) How long will the assignment take? (Being asked to spend more than 2-3 hours on an assignment before getting hired is bordering on disrespect.)
Don’t be afraid to ask questions like, “Can you help me understand how this assignment will be evaluated?” “Are you looking more for big-picture ideas, or a detailed look at my recommendations?” “Roughly how much time do you recommend I put into this assignment?” It’ll help you understand what the company is looking for and how much time you’re willing to put forth.
2. Ask for Data
Next, remember that you have every right to ask for information that’ll help you better tackle the assignment and not start from scratch (if you were hired, that’s what you’d obviously do , right?). So, put some onus on the company to provide relevant data. For example, if the company is asking for your ideas on potential partners, ask questions that’ll point you in the right direction, like, “Who are your current partners?” “What types of partners are you currently pursuing?” “What are the key metrics that define a successful partnership?”
And if the company doesn’t provide any more information? Do your best, but also make sure you express where you’ve made assumptions based on lack of information—e.g., “Without knowing what your current metrics for successful partnerships are, I’ve made suggestions for partners that will boost both brand awareness and website traffic. Obviously, if the company has different goals, I would be able to adjust these recommendations.”
And then don’t worry—if the hiring manager doesn’t offer it, he or she will understand that you’re operating under lack of information and history.
3. Outline Main Points, Only Tease the Details
More often than not, the primary reason companies dole out homework is to get a better sense of your thought process, as well as how you structure and convey your thoughts and ideas. There’s not necessarily a “right” answer, nor is there a need to get way down in the weeds.
So, don’t stress about providing a ton of information—just outline the main points (bullets and numbered lists usually work well). You can tease out more details as you’re talking through your assignment in the interview without having to write down your specific plans and fully fleshed out ideas. Remember: You don’t want the hiring manager to have the blueprints for your fabulous ideas—you want him or her to hire you so that you can be the one implement them!
4. If You’re Worried, Get an NDA in Place
Depending on the type of job function and level you’re interviewing for, it may not be a bad idea to request a non-disclosure agreement. If there is any confidential information you do not want shared widely, your assignment involves using data from your current employer, or you just have a nagging concern that the company may steal your best ideas, take a precaution and get a simple mutual NDA executed (many template NDA forms are available online for download). Don’t make it too legally formal—the company may get turned off by this move—just let the hiring manager know you just want to make sure things stay confidential and you’d be more comfortable providing details with a simple NDA in place. If he or she refuses to sign, this may be another warning flag.
Knocking a homework assignment out of the park can be an amazing chance to show you’re the best candidate of the bunch, but you never want to get in a situation where you’re wasting your time or being used for free labor. Follow these guidelines, and you’ll be able to present a great deliverable while making sure you’re spending your time and effort the right way.
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Types of Assignments
Cristy Bartlett and Kate Derrington
Introduction
As discussed in the previous chapter, assignments are a common method of assessment at university. You may encounter many assignments over your years of study, yet some will look quite different from others. By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. This chapter draws on the skills from the previous chapter, and extends the discussion, showing you where to aim with different types of assignments.
The chapter begins by exploring the popular essay assignment, with its two common categories, analytical and argumentative essays. It then examines assignments requiring case study responses , as often encountered in fields such as health or business. This is followed by a discussion of assignments seeking a report (such as a scientific report) and reflective writing assignments, common in nursing, education and human services. The chapter concludes with an examination of annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
Different Types of Written Assignments
At university, an essay is a common form of assessment. In the previous chapter Writing Assignments we discussed what was meant by showing academic writing in your assignments. It is important that you consider these aspects of structure, tone and language when writing an essay.
Components of an essay
Essays should use formal but reader friendly language and have a clear and logical structure. They must include research from credible academic sources such as peer reviewed journal articles and textbooks. This research should be referenced throughout your essay to support your ideas (See the chapter Working with Information ).
If you have never written an essay before, you may feel unsure about how to start. Breaking your essay into sections and allocating words accordingly will make this process more manageable and will make planning the overall essay structure much easier.
- An essay requires an introduction, body paragraphs and a conclusion.
- Generally, an introduction and conclusion are approximately 10% each of the total word count.
- The remaining words can then be divided into sections and a paragraph allowed for each area of content you need to cover.
- Use your task and criteria sheet to decide what content needs to be in your plan
An effective essay introduction needs to inform your reader by doing four basic things:
Table 20.1 An effective essay
| 1 | Engage their interest and provide a brief background of the topic. |
| 2 | Provide a thesis statement. This is the position or argument you will adopt. (Note a thesis statement is not always required. Check with your tutor). |
| 3 | Outline the structure of the essay. |
| 4 | Indicate any parameters or scope that will/will not be covered. |
An effective essay body paragraph needs to:
| 1 | State the topic sentence or main point of the paragraph. If you have a thesis statement, the topic sentence should relate to this. |
| 2 | Expand this main idea, define any terminology and explain concepts in more depth. |
| 3 | This information should be paraphrased and referenced from credible sources according to the appropriate referencing style of your course. |
| 4 | Demonstrate critical thinking by showing the relationship of the point you are making and the evidence you have included. This is where you introduce your “student voice”. Ask yourself the “So what?” question (as outlined in the critical thinking section) to add a discussion or interpretation of the how evidence you have included in your paragraph is relevant to your topic. |
| 5 | Conclude your idea and link to your next point. |
An effective essay conclusion needs to:
| 1 | Summarise or state the main points covered, using past tense. |
| 2 | Provide an overall conclusion that relates to the thesis statement or position you raised in your introduction. |
| 3 | Not add any new information. |
Common types of essays
You may be required to write different types of essays, depending on your study area and topic. Two of the most commonly used essays are analytical and argumentative . The task analysis process discussed in the previous chapter Writing Assignments will help you determine the type of essay required. For example, if your assignment question uses task words such as analyse, examine, discuss, determine or explore, you would be writing an analytical essay . If your assignment question has task words such as argue, evaluate, justify or assess, you would be writing an argumentative essay . Despite the type of essay, your ability to analyse and think critically is important and common across genres.
Analytical essays
These essays usually provide some background description of the relevant theory, situation, problem, case, image, etcetera that is your topic. Being analytical requires you to look carefully at various components or sections of your topic in a methodical and logical way to create understanding.
The purpose of the analytical essay is to demonstrate your ability to examine the topic thoroughly. This requires you to go deeper than description by considering different sides of the situation, comparing and contrasting a variety of theories and the positives and negatives of the topic. Although in an analytical essay your position on the topic may be clear, it is not necessarily a requirement that you explicitly identify this with a thesis statement, as is the case with an argumentative essay. If you are unsure whether you are required to take a position, and provide a thesis statement, it is best to check with your tutor.
Argumentative essays
These essays require you to take a position on the assignment topic. This is expressed through your thesis statement in your introduction. You must then present and develop your arguments throughout the body of your assignment using logically structured paragraphs. Each of these paragraphs needs a topic sentence that relates to the thesis statement. In an argumentative essay, you must reach a conclusion based on the evidence you have presented.
Case Study Responses
Case studies are a common form of assignment in many study areas and students can underperform in this genre for a number of key reasons.
Students typically lose marks for not:
- Relating their answer sufficiently to the case details
- Applying critical thinking
- Writing with clear structure
- Using appropriate or sufficient sources
- Using accurate referencing
When structuring your response to a case study, remember to refer to the case. Structure your paragraphs similarly to an essay paragraph structure but include examples and data from the case as additional evidence to support your points (see Figure 20.5 ). The colours in the sample paragraph below show the function of each component.
The Nursing and Midwifery Board of Australia (NMBA) Code of Conduct and Nursing Standards (2018) play a crucial role in determining the scope of practice for nurses and midwives. A key component discussed in the code is the provision of person-centred care and the formation of therapeutic relationships between nurses and patients (NMBA, 2018). This ensures patient safety and promotes health and wellbeing (NMBA, 2018). The standards also discuss the importance of partnership and shared decision-making in the delivery of care (NMBA, 2018, 4). Boyd and Dare (2014) argue that good communication skills are vital for building therapeutic relationships and trust between patients and care givers. This will help ensure the patient is treated with dignity and respect and improve their overall hospital experience. In the case, the therapeutic relationship with the client has been compromised in several ways. Firstly, the nurse did not conform adequately to the guidelines for seeking informed consent before performing the examination as outlined in principle 2.3 (NMBA, 2018). Although she explained the procedure, she failed to give the patient appropriate choices regarding her health care.
Topic sentence | Explanations using paraphrased evidence including in-text references | Critical thinking (asks the so what? question to demonstrate your student voice). | Relating the theory back to the specifics of the case. The case becomes a source of examples as extra evidence to support the points you are making.
Reports are a common form of assessment at university and are also used widely in many professions. It is a common form of writing in business, government, scientific, and technical occupations.
Reports can take many different structures. A report is normally written to present information in a structured manner, which may include explaining laboratory experiments, technical information, or a business case. Reports may be written for different audiences including clients, your manager, technical staff, or senior leadership within an organisation. The structure of reports can vary, and it is important to consider what format is required. The choice of structure will depend upon professional requirements and the ultimate aims of the report. Consider some of the options in the table below (see Table 20.2 ).
Table 20.2 Explanations of different types of reports
| Executive or Business Reports | Overall purpose is to convey structured information for business decision making. |
| Short form or Summary Reports | Are abbreviated report structures designed to convey information in a focused short form manner. |
| Scientific Reports | Are used for scientific documentation purposes and may detail the results of research or describe an experiment or a research problem. |
| Technical Reports | Are used to communicate technical information for decision making, this may include discussing technical problems and solutions. |
| Evaluation Reports | Present the results of or a proposal for an evaluation or assessment of a policy, program, process or service. |
Reflective writing
Reflective writing is a popular method of assessment at university. It is used to help you explore feelings, experiences, opinions, events or new information to gain a clearer and deeper understanding of your learning. A reflective writing task requires more than a description or summary. It requires you to analyse a situation, problem or experience, consider what you may have learnt and evaluate how this may impact your thinking and actions in the future. This requires critical thinking, analysis, and usually the application of good quality research, to demonstrate your understanding or learning from a situation. Essentially, reflective practice is the process of looking back on past experiences and engaging with them in a thoughtful way and drawing conclusions to inform future experiences. The reflection skills you develop at university will be vital in the workplace to assist you to use feedback for growth and continuous improvement. There are numerous models of reflective writing and you should refer to your subject guidelines for your expected format. If there is no specific framework, a simple model to help frame your thinking is What? So what? Now what? (Rolfe et al., 2001).
Table 20.3 What? So What? Now What? Explained.
| What? | Describe the experience – who, what, why, when, where? |
| So what? | What have you learnt from this? Why does it matter? What has been the impact on you? In what way? Why? You can include connections to coursework, current events, past experiences. |
| Now what? | What are you going to do as a result of your experience? How will you apply what you have learnt in the future? Are there critical questions to further pursue? Make an action plan of what you will do next. |
The Gibbs’ Reflective Cycle
The Gibbs’ Cycle of reflection encourages you to consider your feelings as part of the reflective process. There are six specific steps to work through. Following this model carefully and being clear of the requirements of each stage, will help you focus your thinking and reflect more deeply. This model is popular in Health.
The 4 R’s of reflective thinking
This model (Ryan and Ryan, 2013) was designed specifically for university students engaged in experiential learning. Experiential learning includes any ‘real-world’ activities including practice led activities, placements and internships. Experiential learning, and the use of reflective practice to heighten this learning, is common in Creative Arts, Health and Education.
Annotated Bibliography
What is it.
An annotated bibliography is an alphabetical list of appropriate sources (books, journals or websites) on a topic, accompanied by a brief summary, evaluation and sometimes an explanation or reflection on their usefulness or relevance to your topic. Its purpose is to teach you to research carefully, evaluate sources and systematically organise your notes. An annotated bibliography may be one part of a larger assessment item or a stand-alone assessment piece. Check your task guidelines for the number of sources you are required to annotate and the word limit for each entry.
How do I know what to include?
When choosing sources for your annotated bibliography it is important to determine:
- The topic you are investigating and if there is a specific question to answer
- The type of sources on which you need to focus
- Whether they are reputable and of high quality
What do I say?
Important considerations include:
- Is the work current?
- Is the work relevant to your topic?
- Is the author credible/reliable?
- Is there any author bias?
- The strength and limitations (this may include an evaluation of research methodology).
Literature Reviews
It is easy to get confused by the terminology used for literature reviews. Some tasks may be described as a systematic literature review when actually the requirement is simpler; to review the literature on the topic but do it in a systematic way. There is a distinct difference (see Table 20.4 ). As a commencing undergraduate student, it is unlikely you would be expected to complete a systematic literature review as this is a complex and more advanced research task. It is important to check with your lecturer or tutor if you are unsure of the requirements.
Table 20.4 Comparison of Literature Reviews
| A literature review | A systematic literature review |
| A review which analyses and synthesises the literature on your research topic in a systemic (clear and logical) way. It may be organised: • Conceptually • Chronologically • Methodologically | A much larger and more complicated research project which follows a clearly defined research protocol or process to remove any reviewer bias. Each step in the search process is documented to ensure it is able to be replicated, repeated or updated. |
Generally, you are required to establish the main ideas that have been written on your chosen topic. You may also be expected to identify gaps in the research. A literature review does not summarise and evaluate each resource you find (this is what you would do in an annotated bibliography). You are expected to analyse and synthesise or organise common ideas from multiple texts into key themes which are relevant to your topic (see Figure 20.10 ). Use a table or a spreadsheet, if you know how, to organise the information you find. Record the full reference details of the sources as this will save you time later when compiling your reference list (see Table 20.5 ).
Overall, this chapter has provided an introduction to the types of assignments you can expect to complete at university, as well as outlined some tips and strategies with examples and templates for completing them. First, the chapter investigated essay assignments, including analytical and argumentative essays. It then examined case study assignments, followed by a discussion of the report format. Reflective writing , popular in nursing, education and human services, was also considered. Finally, the chapter briefly addressed annotated bibliographies and literature reviews. The chapter also has a selection of templates and examples throughout to enhance your understanding and improve the efficacy of your assignment writing skills.
- Not all assignments at university are the same. Understanding the requirements of different types of assignments will assist in meeting the criteria more effectively.
- There are many different types of assignments. Most will require an introduction, body paragraphs and a conclusion.
- An essay should have a clear and logical structure and use formal but reader friendly language.
- Breaking your assignment into manageable chunks makes it easier to approach.
- Effective body paragraphs contain a topic sentence.
- A case study structure is similar to an essay, but you must remember to provide examples from the case or scenario to demonstrate your points.
- The type of report you may be required to write will depend on its purpose and audience. A report requires structured writing and uses headings.
- Reflective writing is popular in many disciplines and is used to explore feelings, experiences, opinions or events to discover what learning or understanding has occurred. Reflective writing requires more than description. You need to be analytical, consider what has been learnt and evaluate the impact of this on future actions.
- Annotated bibliographies teach you to research and evaluate sources and systematically organise your notes. They may be part of a larger assignment.
- Literature reviews require you to look across the literature and analyse and synthesise the information you find into themes.
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford.
Rolfe, G., Freshwater, D., Jasper, M. (2001). Critical reflection in nursing and the helping professions: a user’s guide . Basingstoke: Palgrave Macmillan.
Ryan, M. & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development , 32(2), 244-257. doi: 10.1080/07294360.2012.661704
Academic Success Copyright © 2021 by Cristy Bartlett and Kate Derrington is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.
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3. Outline Main Points, Only Tease the Details. More often than not, the primary reason companies dole out homework is to get a better sense of your thought process, as well as how you structure and convey your thoughts and ideas. There's not necessarily a "right" answer, nor is there a need to get way down in the weeds.
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Types of Assignments Cristy Bartlett and Kate Derrington. Figure 20.1 By recognising different types of assignments and understanding the purpose of the task, you can direct your writing skills effectively to meet task requirements. Image by Armin Rimoldi used under CC0 licence. Introduction. As discussed in the previous chapter, assignments are a common method of assessment at university.
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Work assignments often fall into one of three categories: Orders: These leave no room for guesswork, and they typically match the dictatorial approach discussed below. These should only be used for emergencies. Example: "Shut off that tap, now!". Requests: These types of assignments leave the employee some room for interpretation.
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A temporary assignment is defined as a work stint lasting for one year or less. A short-term assignment can be a series of shorter rotational assignments or an assignment that requires an employee to stay in one place for the entire duration. Similar to temporary duty assignments in the military, short-term assignments are not permanent and are ...
The Minor in Writing Program offers students in disciplines across the university an opportunity to devise a semester-long project of their own making. Resource-based Projects (i.e. educational and/or promotional pamphlets, websites, speeches) Content-based Research Might Include. Background on the history of your topic or problem.
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