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Experts in TeamworkSpring semester 2013

Experience-based course in interdisciplinary cooperation

by Bjørn Sortland

head of EiT

02.01.2013

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Experts in Teamwork, spring semester 2013

Presentation for students:• Introduction to EiT• Development of EiT• Formal documents• Learning outcomes and assessment

Foto: Kjersti Myhr

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Introduction to EiT

Foto: Kjersti Myhr

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Cooperation between people from different disciplines is essential in most organisations.

Cooperation skills are just as important as your academic competence in working life.

Interdisciplinary cooperation has to be practiced

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Experts in Teamwork

A course in which students apply their academic competence in interdisciplinary project work to learn cooperative skills that can be transferred to the workplace.

Relevant issues from civic and working life form the basis for the project work.Compulsory in all programmes of study at second-degree level at NTNU

7.5 Credits

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The student team chooses its project

Based on the theme of the village.

To suit the team´s combined competence.

All contributions should together make a whole.

Foto: Kjersti Myhr

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The project work and the team process influence each other.

FacilitationSupervision

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Experts in teamwork is an arena for practise

Most of you have experience in project work.

Use EiT as an opportunity to develop your teamwork skills by giving and receiving feedback from the team.

Take actions to improve the cooperation in the team and thus the project work.

Foto: Kjersti Myhr

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Reflection – a prerequisite for learning in EiT

Common reflection on your behaviour and attitude in the team is the essence in learning teamwork skills.

Facilitation will help you to reflect on your cooperation.

The facilitator will help you and your fellow team members to reflect on and explore concrete situations.

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• Project report

• Process report (reflections on the cooperation in the team)

Each of the reports counts for 50 per cent of the final grade.

The team receives one common grade.

Final reports

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Technoport 2012

Sustainability as a common theme in EiT

800 students had sustainability as a common theme in the spring semester of 2012

External partners: - The Norwegian Ministry of the Environment - Technoport-conference

A short video following an EiT-student:

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Development of EiT

Foto: Kjersti Myhr

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Development of EiT

Engineering degree programmeEiT was created in 2001 as a response to the demands from business and industry for students to gain experience in working together with people from disciplines other than their own.

NTNU was awarded “Studiekvalitetsprisen” in 2002 in recognition of the quality of the EiT programme. This is a prize of NOK 0,5 million from theNorway's Ministry of Education and Research.

All facultiesThe board of NTNU decided in 2002 that EiT should be implemented in all programmes of study at second-degree level.

Implementing EiT at all faculties has been a process over several years.

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How satisfied are the students with EiT?

2012

2011

2010

2009

2008

2007

4.02402402402402

1.4

2.8

5.7

5.7

8.1

8.40840840840841

8

8.3

13.7

16.9

23.4

29.5495495495495

29.8

31.5

35.5

36.6

36

43.3633633633633

46.5

44.1

35.4

33.2

29.9

14.6546546546547

14.4

13.4

9.7

7.6

5.6

Svært misfornøyd Misfornøyd Middels fornøyd Fornøyd Svært fornøyd

Fornøydhet med EiT, 2007-201290 per cent is satisfied

Very dissatisfied Very satisfied

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I have just spoken with the oil company Phillips in Stavanger. They hire many new graduates from universities and university colleges in Norway. They had reflected on the fact that NTNU's students seemed more mature and teamwork-oriented than other students. They had investigated this, and concluded that EiT was an important factor. We received lots of praise and we were urged to continue this programme!  Best regards, Sveinung

E-mail from Professor Sveinung Sægrov, 19 November 2012

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Formal documents

Foto: Kjersti Myhr

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Formal documents

From the Course Description:

Attendance time: 8 – 16 (daily or each Wednesday)

Compulsory assignments:• Attendance is mandatory. • Preparation of a cooperation agreement between the members of the

student team during the first two village days. • Oral presentation of the project and a dialogue about the teamwork in the

student team when the teaching ends.

Final reports:The student team hands in a process report and a project report

Document:«Guide for the students» on: www.ntnu.edu/EiT

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Experienced-based learning in EiT

Knowledge-based learning

You can choose between

Textbook LecturesCompendium

EiTYou learn to work in

interdisciplinary teams by practising it

You have to attend.

EiT is experienced-based learning which is different from traditional knowledge-based learning, see «Book of Reflections» page 4 (5 minutes for reading)

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Attendance and absence

New rules:

Mandatory attendance

You need an 80 per cent attendance record to have EiT approved. (This is standard practiced in most courses at NTNU with compulsory attendance.)

If some of you are absent it will hurt the teamwork.

The rules on attendance and absence are outlined on the web-page: www.ntnu.edu/eit

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Learning outcomes and assessment

Foto: Kjersti Myhr

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Formal documents

«Guide for students» includes: - Course Description - Expectations regarding the content of the process report - Assessment criteria

Document:«Guide for students» on the webpage:www.ntnu.edu/eit

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Course DescriptionLearning outcomesIn Experts in Teamwork, students learn to communicate and cooperate in a way that enables them to contribute to integrated, well-rounded solutions, job satisfaction and learning in interdisciplinary project work later in their professional lives.  This means that:• The aim is that students will gain insight into how their own patterns of behaviour

and attitudes influence their teamwork. • Students should be able to see their own cooperation from a metaperspective to

understand how they communicate, plan, decide, solve tasks, handle disagreement and relate to professional and personal differences.

• Students should be able to sustain and strengthen initiatives that stimulate cooperation or to change patterns of behaviour where necessary.

• Students must develop a conceptual framework and should be able to apply basic group theory to describe specific cooperative situations.

• Students should develop a new perspective on their own knowledge by communicating and applying it.

• Students should be able to cooperate with people from other subject areas to take advantage of interdisciplinary expertise.

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Course DescriptionLearning outcomesIn Experts in Teamwork, students learn to communicate and cooperate in a way that enables them to contribute to integrated, well-rounded solutions, job satisfaction and learning in interdisciplinary project work later in their professional lives.  This means that:• The aim is that students will gain insight into how their own patterns of

behaviour and attitudes influence their teamwork. • Students should be able to see their own cooperation from a metaperspective to

understand how they communicate, plan, decide, solve tasks, handle disagreement and relate to professional and personal differences.

• Students should be able to sustain and strengthen initiatives that stimulate cooperation or to change patterns of behaviour where necessary.

• Students must develop a conceptual framework and should be able to apply basic group theory to describe specific cooperative situations.

• Students should develop a new perspective on their own knowledge by communicating and applying it.

• Students should be able to cooperate with people from other subject areas to take advantage of interdisciplinary expertise.

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Final reports

Project report:• Village supervisor prepares specific guidelines for the project work

and the report.

Process report:• Expectations regarding the content of the process report are

described in “Guide for students”.• The report should not exceed 25 pages.

Each of the reports counts for 50 per cent of the final grade.The team receives one common grade.

The oral presentations do not count towards the grade.

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Expectations regarding the content of the process report

• Situations• Theory• Reflections• Actions• Learning outcomes

See page 12 in «Guide for students»

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Assessment criteria for the process report

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Situations Theory Reflections Actions

Cooperation on the project

Theory and concepts

FacilitationExercise

Writing team reflections

Actions taken to improve teamwork

A specific situation from the teamwork

Team-based reflections

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Action

The aim of the process work is to improve the project cooperation. The team can achieve this by:• Changing in behavioural patterns in the team resulting from reflection on

an experience or situation.• Continuing and reinforcing a measure that succeeds in improving

cooperation, based on an analysis of why the measure is working well.  

To achieve an A grade, you must implement actions and evaluate them.

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The process report should include a summary where the students describe their teamwork experiences in the light of the EiT learning outcomes: • Each student´s reflection on how your experiences have resulted in

knowledge and skills that you can bring into a new cooperative activity.

• The team´s reflection on common experiences from the teamwork, commenting on measures you as a group would keep or change if you had to start the teamwork over again.

Learning outcome

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Experienced-based learning in EiT

Foto: Kjersti Myhr

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Experienced-based learning in EiT

Teamwork

Team-based reflections on the

interaction

Common perception of the

appropriateness of each individual

approach

Action taken to improve teamwork

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Writing of reflections

Basis for the process report:

• Writing personal reflections

• Writing team-based reflections

Personal reflection

Team-based reflections

Process report

See page 16 in the book of reflections.

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What does the facilitator look for and listen to?