to want to be a part of a team and want to be performed as part of a team. For Example: Offering rewards for the whole group if the entire team achieves goals. Small Group Sizes Minimize free-riding by making a group as small as possible. Social loafing occurs less when groups are kept small between three and five people. Social loafing is more evident if someone in the group is not making much effort as the other team members are. If group size is fewer employees, they will need to contribute more as there is no extra help around. Peer Evaluation Peer evaluation is considered a way of reducing social loafing because when group members are able to go over each other's works and criticize or comment on them, it makes group members realize that they will be on the spot if they do not work on their project and that at the same time, there will be repercussions. That will encourage them to engage themselves more deeply into their work. Peer Evaluation can also seen as a productive and an efficient way to give constructive feedback. There are several ways you can incorporate feedback, whether it is to have each member present the results of their work at intervals, conduct regular feedback sessions, or even having group members. Encouraging contributions in online communities Piezon and Donaldson argue in a 2005 analysis that special attention should be paid to the physical separation, social isolation, and temporal distance associated with distance education courses, which may induce social loafing. In terms of group size, they assert that there is no significant gain in small groups larger than six unless the group is brainstorming, and that the optimal group size may be five members. Suggestions that they have for online groups include clarifying roles and responsibilities, providing performance data for comparison with other groups, and mandating high levels of participation consisting of attending group meetings, using the discussion board, and participating in chats. In a 2010 analysis of online communities, Kraut and Resnick suggest several ways to elicit contributions from users: Simply asking users, either implicitly through selective presentation of tasks or explicitly through requests that play on the principles of persuasion Changing the composition or activity of the group Using a record-keeping system to reflect member contributions, in addition to awarding privileges or more tangible awards. An example that the authors