Strategic Sourcing course ‘procurement year clock’ group work self-evaluation. Extended description : 2024-07-15
Objectives: In the pilot, the objective was to make the students aware and think about various innovation competencies that are useful both in studies and in working life. By going through the given statements and thinking about how the innovation-promoting abilities described in the statements have come to the fore in their group work for the course, the students would give us information on the presence of these abilities in their studies. They were also asked whether they see a connection with innovation activities more generally.
As the second objective, the students were asked to write down concrete examples, either of their own activities or of the other members of their group, of how the statements had been reflected in their activities, and also think about how their actions in accordance with them had moved their activities forward or perhaps hindered their work.
Thirdly, the students were requested how the group worked in practice. The students were asked whether they worked online as part of their work, and if so, how did working online affect their teamwork and the expression of the innovation competencies. Here the aim was also to find out how working online affected their motivation. Further, the students were questioned if the course had been online, what kind of benefits and challenges would it have brought. Also, this question asked them to explain this with specific examples.
Fourthly, the students were asked to think about how they felt about doing the tasks as a group. Here the focus was on how group work promoted their work and the expression of the innovation competencies.
Lastly, the students were posed to consider what significance these innovation competencies have in their future profession and working life in general after they graduate, as well as in their current studies. They were asked to think about one future job where they will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?
Methods:
The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face and online. Also, the communication with the commissioner worked partly face-to-face, partly online.
In the beginning of the course, self-assessment was given as one of the assessment criteria of the course. Towards the end of the course, the students were introduced the questions and asked to return their answers in Its Learning platform at the end of the course. These were the statements that they were asked to reflect and assess:
| CREATIVITY | Use intuition and own knowledge to generate ideas. | |
| CREATIVITY | Find new ways to implement ideas. | |
| CREATIVITY | Create original solutions to problems or exploiting opportunities. | |
| CREATIVITY | Make suggestions to improve current process products or services. | |
| CREATIVITY | Present novel ideas. | |
| CREATIVITY | Show inventiveness in using resources. | |
| CREATIVITY | Search out new working methods, techniques or instruments. | |
| CREATIVITY | Refine ideas. | |
| CRITICAL THINKING | Use trial and error analysis for problem solving. | |
| CRITICAL THINKING | Develop and experiment with new ways of problem solving. | |
| CRITICAL THINKING | Challenge the current state. | |
| CRITICAL THINKING | Face the task from different points of view. | |
| CRITICAL THINKING | Take into account multiple impacts. | |
| CRITICAL THINKING | Ask “Why?” and “Why not?” and “What if?” in a targeted manner | |
| CRITICAL THINKING | Take an acceptable level of risk to support new ideas. | |
| CRITICAL THINKING | Adheres to the ethical principles and values of the field of profession. | |
| CRITICAL THINKING | Make decisions based on data and evidence. | |
| CRITICAL THINKING | Analyze sustainability challenges, their interdependencies and the various aspects of issues and problems. | |
| CRITICAL THINKING | Use information in finding, implementing and establishing sustainable solutions and operating models. | |
| INITIATIVE | Foster improvements in working environment. | |
| INITIATIVE | Dare to experiment new ideas. | |
| INITIATIVE | Go beyond expectations in the assignment, task, or job description without being asked. | |
| INITIATIVE | Take action to convince people to support an innovative idea. | |
| INITIATIVE | Act systematically. | |
| INITIATIVE | Start actions without hesitation. | |
| TEAMWORK | Be attentive when others are speaking, and responds effectively to others’ comments during the conversation. | |
| TEAMWORK | Invite feedback and comments. | |
| TEAMWORK | Takes constructive feedback into account. | |
| TEAMWORK | Identify the sources of conflict between themselves and others and between other people and take steps to harmonise conflict situations. | |
| TEAMWORK | Provide and accept constructive feedback, cooperation or help to and from team colleagues. | |
| TEAMWORK | Work well with others, understanding their needs. | |
| TEAMWORK | Consult about essential changes. | |
| NETWORKING | Discuss with people with different kinds of ideas and perspectives to extend your own knowledge domains. | |
| NETWORKING | Bring ideas from outside into the group. | |
| NETWORKING | Share timely information with the appropriate stakeholders. | |
| NETWORKING | Build formal and informal relationships outside the team/organisation from the beginning. | |
| NETWORKING | Interact well in multidisciplinary/multicultural/international environments. | |
Students were given the following instructions: “Please fill in this course group work self-evaluation. The survey is part of the SINCOE project (Supporting Innovation Competence Development in Online Education).
The results of this survey will be utilized in part of the project’s research activities and higher education development and research. All responses are treated anonymously and confidentially. The answers of an individual respondent cannot be identified in the analyses or final reports.
We value your response and input. If you would prefer not to have your responses used as part of the research, please mention that in your answer.”
Here are the questions that the students were asked to reflect: “The statements below describe various innovation competencies that are useful both in studies and in working life. Go through the statements and think about how the innovation-promoting abilities described in the statements have come to the fore in your Sourcing and procurement annual calendar tool assignment. Do you yourself see a connection with innovation activities more generally, are they related to it? Why or how?
Write down concrete examples, either of your own activities or of the other members of your group, of how the statements have been reflected in your activities, and also think about how your actions in accordance with them have moved your activities forward or perhaps hindered your work. Which statements were visible in your work?
How did you do group work? If you worked online as part of your work, how did working online affect your teamwork and the expression of these competencies? Did working online affect motivation?
The course was implemented as face-to-face teaching. If it had been online, what kind of benefits and challenges would it have brought? Explain with specific examples.
How did you feel about doing the task as a group? Did it promote work? What about the expression of competencies?
Also consider what significance these abilities have in your future profession and working life in general after you graduate, as well as in your current studies. Think about one future job where you will work as a professional. Are the competencies expressed by the statements in the list related to success at work? In what ways?”
Environment:
The course was implemented as face-to-face teaching. In practice, the students worked both face-to-face and online. Also, the communication with the commissioner worked partly face-to-face, partly online.
Thirteen (13) answers were received on this pilot. The students’ group project experiences show that Microsoft Teams was commonly used for collaboration. The group work was conducted online, with meetings to plan and discuss the task, considering various perspectives. The task was to create a foundation for operational procurement activities, with criteria that were user-friendly and editable by many. Online work did not demotivate the students; rather, the task was engaging. However, they noted that face-to-face education might have posed challenges for maintaining focus. The presence of the commissioner provided valuable guidance. Despite some difficulties with remote coordination via Teams, the group managed to work both remotely and on-site, recognizing the benefits of face-to-face interaction for productivity and idea generation. The summary highlights the group project experience, emphasizing the flexibility and focus required for online work. The group’s motivation was crucial to keep the project moving forward. Course implementation offered the freedom to schedule tasks, but also posed the risk of postponement and increased stress towards deadlines.
Role: Based on the feedback provided, the students assumed various roles that showcased their competencies during group work. These roles included:
Critical thinkers: Students engaged in analytical thinking, assessing situations and information to make informed decisions for their projects.
Initiators: Some students took proactive steps, starting tasks and encouraging the group to explore new ideas and approaches.
Creative minds: There were roles where students applied their creativity to develop innovative solutions and add unique value to the projects.
Team players: The group work involved collaboration, where students worked cohesively, communicated effectively, and respected each other’s contributions.
Networkers: Certain students took on the role of connecting with others, building relationships, and integrating external insights to enhance the group’s work.
These roles, tied to specific project examples, helped to concretize the students’ work and accomplishments beyond the numerical grade given by the teacher. The feedback served as a good addition by providing a qualitative measure of the students’ skills and contributions to the group work.
Motivation: According to the feedback, the aspects that increased the students’ motivation included:
Application of skills to projects: The ability to apply critical thinking, initiative, creativity, teamwork, and networking skills to real projects boosted their sense of accomplishment and relevance.
Recognition of accomplishments: Describing their competencies and tying them to specific examples provided a sense of validation and recognition for their efforts.
Qualitative feedback: In addition to numerical grades, receiving qualitative feedback offered a more comprehensive view of their performance, which can be more motivating than numbers alone.
Assessment: The assessment tool effectively clarified the efforts and achievements of the student groups by detailing their skills in critical thinking, initiative, creativity, teamwork, and networking, linking these skills to specific project examples. Additionally, the qualitative feedback provided a valuable complement to the numerical grade assigned by the lecturer.
Some students felt the group (appr. 5 students) could have been smaller, as not everyone was actively engaged. A size of 2-3 students was suggested as more appropriate. However, the assignment was commonly ranked among the top three most interesting tasks by the students. The course was well-organized, with ample time for tasks and presentations. The commissioner’s visit offered additional insights. The groups were cohesive, and the task was usually executed using Excel, facilitating easy sharing and division of work based on individual interests, which enhanced the quality and efficiency.
The group project began with initial confusion and challenges, particularly in adapting an Excel file to meet the commissioner’s requirements. The task provided practical insights into working life, particularly in production planning, and offered direct information from the labor market. The freedom and interest in the task helped students internalize the course content. Creativity, adaptability, versatility, and efficiency were highlighted as key aspects. The self-assessment summary reflects a strong emphasis on creativity and critical thinking, with the individual frequently using intuition and knowledge to generate ideas and seeking new ways to implement them. Critical thinking was applied through trial and error, considering different perspectives, and making informed decisions to meet the commissioner’s requirements. The individual took the initiative to propose improvements, exceed expectations, work systematically, and start actions promptly. They scored themselves highly on presenting suggestions for improvement, showing resourcefulness, and refining ideas, particularly for an annual clock project. In terms of critical thinking, the individual is proactive in developing new problem-solving methods, challenging the status quo, and making decisions based on information and evidence. They also consider sustainable development challenges and strive to find and implement sustainable solutions. The initiative is another area where the individual excels, proposing improvements, daring to try new ideas, and starting actions promptly. They also work systematically and persuade others to support innovative ideas. Teamwork was a key factor, with open communication, consideration of others’ opinions, and effective feedback mechanisms. The group worked cohesively, negotiated changes, and reached unanimous decisions. The project emphasized the importance of creativity, initiative, and critical thinking, with the group adding a supplier list and an expense tracking table to the annual calendar and iterating on its design. Networking skills were demonstrated through active discussions and the sharing of new perspectives, contributing to the group’s collective knowledge and the successful completion of the project. The individual’s approach to the group work reflects a proactive, collaborative, and innovative mindset.
Teamwork is highlighted as a strength, with the individual considering others’ opinions, asking for feedback, and giving and receiving constructive feedback. They recognize and address conflict sources and negotiate essential changes effectively. Finally, their networking skills are evident in their ability to converse with diverse individuals, bring outside ideas to the group, share information with stakeholders, and interact well in multidisciplinary, multicultural, and international environments. The individual’s approach to group work and problem-solving indicates a high level of engagement and a proactive attitude towards learning and improvement.
The summary of the group work experience emphasizes a balanced distribution of tasks, with the individual taking on a significant role in the project. The individual showcased creativity by using personal knowledge to determine task timelines and exploring various methods to produce the annual clock in Excel. They sought out new ideas beyond the provided materials, utilized diverse resources, and considered implementing a GANTT chart for clarity and functionality.
The experience highlighted the value of teamwork, the ability to take initiative, and the significance of networking skills in procurement. The group’s approach to problem-solving and decision-making, based on facts and diverse perspectives, was seen as crucial for future work in procurement or sales management, where innovation is key. Overall, the project was a success, demonstrating effective collaboration, problem-solving, and the application of various competencies that will be beneficial in the professional world. The group’s ability to innovate and adapt to challenges was particularly noteworthy, setting a strong foundation for future endeavors in a business environment.
Teamwork was valued for its collaborative nature, allowing for the exchange of knowledge, and fostering easier learning through conversation. The project showcased the practical application of creativity, critical thinking, initiative, teamwork, and networking skills. These competencies were instrumental in generating new ideas, making informed decisions, proposing improvements, and leveraging external expertise, thus enhancing the project’s efficiency, quality, and collaboration.
As a conclusion, the group work was successful, with online collaboration being a positive aspect. Face-to-face teaching was preferred for better learning and motivation. The course was informative and is expected to be useful in the students’ future careers, providing an understanding of procurement’s role in an organization. The year clock task was deemed beneficial for future work life, as it simulated presenting achievements to a management team. The key takeaway is that the project fostered creativity, adaptability, and efficiency, preparing students for real-world challenges. These skills are deemed vital for a successful career, particularly in roles that demand flexibility, problem-solving, and strong interpersonal abilities. In procurement, these competencies aid in innovating, process development, and building robust cooperative relationships, highlighting their importance in the professional landscape.
