Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome. Extended description : 2024-04-23
Objectives:
This pilot focuses on three aspects of the SINCOE project:
– Activating learning and teaching methods to involve and motivate students
– Efficient assessment methods and tools to involve and motivate students
– Test the Self and Peer assessment tool SINCOE@ with students
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 peer, and see what utility the students give it. Have data for the psychometric validation of the instrument. Check alternative methodologies to assess in self and peer.
– Compare sincoe@ results versus Belbin as the gold standard.
– Compare the results of each group in the VSM task, based on team composition of personal competencies (sincoe@) and roles (Belbin).
– Check different models to evaluate and give feedback.
– Check that I can do it in groups with 40 students.
Methods:
Workshop sessions during classroom and lab classes
Environment:
Course Title: High-Performance Teams for Continuous Improvement.
This is a mandatory subject in the 4th year of the Industrial Organization Engineering degree program. It has 57 Bachelor students enrolled. The course offers 4 ECTS and is taught in-person. It includes one 3-hour session per week for 12 weeks and three 3-hour laboratory practices. Each class session is attended by between 35 and 47 students.
The course covers both theoretical and practical aspects of groups in organizations, with a special focus on developing skills and abilities for effective leadership and participation in these groups. Enrolled students will learn to identify problems/opportunities and transform them into improvement projects. They will learn the most common team management tools used in manufacturing/service environments and will be able to apply the principles of lean manufacturing, including team and materials management.
The course aims to provide an approach that enables the application of teamwork techniques within the philosophy of lean production and continuous improvement, using tools studied throughout the degree (leveling, standardization, process improvement, etc.).
Upon successful completion of the course, enrolled students should be able to:
- Operate, maintain, and improve organizations, production systems, services, and processes to enhance the competitiveness in the current environment and apply quality principles and methods.
- Be prepared to work in a team in a multilingual and multidisciplinary environment.
- Use modern engineering techniques, skills, and tools necessary for professional practice.
- Have knowledge to define the potential of industrial companies or organizations and apply it to meet the needs of potential customers.
- Solve problems with initiative and an entrepreneurial spirit, decision-making, creativity, critical reasoning, and communicate and transmit knowledge, skills, and abilities in their field.
Role:
The course was taught by three instructors. Two of the instructors shared the organization of the classroom dynamics, with each handling half. One of them was responsible for the theoretical aspects of Lean concepts and tools, creating video resources, and half of the cases/problems to be used in class. The other was responsible for developing the other half of the cases/problems, organizing half of the classroom sessions, and providing observations on transversal competencies and giving feedback/feedforward on the platform. During the classroom sessions, both professors contributed by providing counterpoints to each other, or adding comments, explanations, or feedback on aspects of Lean, continuous improvement, and/or the use of teams in organizations they had collaborated with. The third instructor was in charge of the laboratory practices.
Motivation:
To engage and motivate students, test efficient assessment tools, and analyze team performance based on personal competencies and roles, and assessing large groups effectively.
Assessment:
To assess 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, we will use the Sincoe@ an the Diagnosis of teamwork roles based on Belbin.
Enhancing Team Competencies: A Case Study on Motivating Students, Peer Assessment with Sincoe@, and Mapping Team Roles to Innovative Outcome : 2024-04-23
Keywords: Active learning, Sincoe@ self-peer assessment, team role dynamics, innovative behavior, engineering education.
The motivation behind this initiative was to engage and motivate students, test efficient assessment tools, and analyze team performance based on personal competencies and roles. Through classroom workshops, the implementation of the Sincoe@ tool, and the use of the Belbin model, the study compared results across groups and evaluated different feedback models. Ultimately, it gained insights into activating learning, utilizing self-peer assessment, mapping team roles to innovative outcomes, and assessing large groups effectively.
Recommendations: To provide clear instructions, facilitating open communication, and ensuring a supportive learning environment. Continuously monitoring group dynamics, role assignments, and individual contributions can help identify areas for improvement. Leveraging diverse assessment models and techniques caters to different learning styles and promotes a holistic evaluation process.
Apply SINCOE@ Assessment Tool as a feedback tool for student project-based learning : 2024-04-14
Keywords: ASSESSMENT, innovation competence (critical thinking, creativity, initiative, teamwork, networking), project-based learning, online, external supervisor, motivation, feedback, complimentary evaluation
This experience aimed to use the SINCOE@ Assessment tool as a feedback tool for student groups solving a specific problem. The project owner met the student groups face-to-face only at the beginning and end of the course. Otherwise, the guidance took place in remote meetings. Since the project owner was unable to monitor the students’ work based on non-online meetings, it felt challenging to give feedback at first. The assessment tool helped to articulate and concretise student groups’ work and accomplishments by describing their critical thinking, initiative, creativity, teamwork, and networking skills by tying examples to projects. The feedback was a good addition to the numerical grade the teacher gave.
Recommendation: 1) Go through the assessment tool items. 2) Choose from there the items that best came up in the outputs or activities of the student project, e.g. 1-3 items per dimension. 3) To articulate and concretize feedback about claims to the project.
More information: Assessment Tool: Sincoe@ – SINCOE Toolbox (upv.es)
