Objectives:

 This pilot focuses on three aspects of the SINCOE project:

• Activating learning an teaching methos to involve and motivate students
• Efficient assessment methods and tools to involve and motivate students
• Creating interactive and friendly atmosphere

In this pilot we want to:

• Check if the “talent selection dynamic” allows for the display of innovative behaviors (and which priorities of the dimensions emerge in each group and what relationship it has with the profiles of each person in the group (if they value what they have most).
• Test the sincoe@self and see what utility the students give it. Have data for the psychometric validation of the instrument.
• Compare how they perceive sincoe@ versus Belbin as the gold standard
• Compare the results and process (rubric on triple diamond) of each group based on its composition of personal competencies (sincoe@) and roles (Belbin)

Methods:

We will use a highly participative workshop methodology that will allow you to develop knowledge, skills and attitudes, but above all, be able to practice them frequently enough in the classroom so that students can receive feedback and develop actions to improve their competencies. During the classes we will include abundant dynamics that allow the explained concepts to be manifested. In the same way, students will have to form and direct groups to solve a series of activities during class time. The result of these activities will be taken into account when calculating the final grade of the course.

Environment:

Facultad de Aministración de Empresas. Master's Degree in Business, Product and Service Management

Core subject: Participative management & teamwork for service improvement.

1st year. 5 ECTs

16 multicultural students (all of them with professional experience)

Face to face workshops

20 Master Students

One teacher (belonging to the UPV team of the European SINCOE project)

Main learning objectives of the subject:

In this course studetns will get to know and experience teamwork structures that encourage continuous improvement, creating a space in which you can collaborate, participate and feel responsible for the learning process. This will allow them to assess the potential of participatory management and teamwork in improving services.

Role:

The instructor act as facilitator, mentor, and guides throughout the process, ensuring a environment for personal and professional growth. He also introduce and provide training on the use/interpretation of the Sincoe@ self-peer assessment tool, enabling students to engage in self-reflection and peer evaluation.

During the classroom workshops the role of facilitator was developed guiding students through the various activities and encouraging open discussions. Also creating a safe and supportive learning environment where students can freely express their ideas, ask questions, and receive constructive feedback. The instructor actively observes group dynamics, monitors individual contributions, and provides real-time feedback and guidance to students.

Motivation:

By engaging in self-assessment through the Sincoe@ tool, students cultivate self-awareness and self-reflection skills, empowering them to identify their unique strengths and areas for growth. This not only fosters personal growth but also prepares them to thrive in collaborative team settings, where leveraging individual competencies is essential for collective success.

Moreover, the "talent selection dynamic" and the analysis of group dynamics equip students with teamwork and collaboration skills. As they navigate different roles within their teams, they gain first-hand experience in effective communication, conflict resolution, and leveraging the collective strengths of their peers. This experiential learning aligns seamlessly with the growing emphasis on cross-functional collaboration and interdisciplinary teamwork in modern professional environments.

The critical evaluation of different assessment methods, such as Sincoe@ and Belbin, hones students' analytical and critical thinking skills. This exposure to industry-relevant tools and frameworks not only prepares them for professional practice but also equips them with the ability to evaluate the effectiveness and applicability of various methodologie.

The iterative nature of this experience, with its emphasis on continuous feedback, reflection, and refinement, cultivates a growth mindset – a mindset that embraces lifelong learning and adaptability. As the job market continues to evolve rapidly, this growth mindset becomes a invaluable asset, enabling students to navigate change and seize new opportunities proactively.

Assessment:

We use of SINCOE@ for self-diagnosis (no peer use in this course) To evaluate how students are able to function effectively in a team whose members together provide leadership and create a collaborative and inclusive environment in the organization; coordination of work and Identify roles and skills to operate in multidisciplinary teams with different professional profiles; Collaborate proactively in the development of the work, establishing goals and meeting objectives, as well as contributing to the search for solutions to challenges or projects, demonstrating empathy and assertiveness when sharing ideas, reflections and arguments within collaborative work. to Solve complex problems independently in the discipline;  Draw conclusions from practical or experimental work; Demonstrate initiative to organize their own work, managing the effort and time dedicated to achieving the proposed objectives and goals;.

We will use the Diagnosis of teamwork roles based on Belbin ©, and Marin-Garcia, JA (2019) Development and validation of the Spanish version of the soft skills scale (sss17sp). WPOM-Working Papers on Operations Management, 10

Evaluation of the group product with the triple diamond model rubric (c) Marin-Garcia (2020). Marin-Garcia, JA, Garcia-Sabater, JJ, Garcia-Sabater, JP, & Maheut, J. (2020). Protocol: Triple diamond method for problem solving and design thinking. Rubric validation. WPOM-Working Papers on Operations Management, 11(2), 49-68. doi:10.4995/wpom.v11i2.14776