1 Eksperter i team Experts in Teamwork Spring semester 2013 Experience-based course in interdisciplinary cooperation by Bjørn Sortland head of EiT

2 Eksperter i team Experts in Teamwork, spring semester 2013 Presentation for students: Introduction to EiT Development of EiT Formal documents Learning outcomes and assessment Foto: Kjersti Myhr

3 Eksperter i team Introduction to EiT Foto: Kjersti Myhr

4 Eksperter i team 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

5 Eksperter i team 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

6 Eksperter i team 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

7 Eksperter i team The project work and the team process influence each other. Facilitation Supervision

8 Eksperter i team 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

9 Eksperter i team 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.

10 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

11 Eksperter i team 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:

12 Development of EiT Foto: Kjersti Myhr

13 Eksperter i team Development of EiT Engineering degree programme EiT 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 the Norway's Ministry of Education and Research. All faculties The 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.

14 Eksperter i team How satisfied are the students with EiT? 90 per cent is satisfied Very dissatisfied Very satisfied

15 Eksperter i team 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 from Professor Sveinung Sægrov, 19 November 2012

16 Eksperter i team Formal documents Foto: Kjersti Myhr

17 Eksperter i team 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:

18 Eksperter i team Experienced-based learning in EiT Knowledge-based learning You can choose between TextbookLectures Compendium EiT You 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)

19 Eksperter i team 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:

20 Eksperter i team Learning outcomes and assessment Foto: Kjersti Myhr

21 Eksperter i team 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:

22 Eksperter i team Course Description Learning outcomes In 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.

23 Eksperter i team Course Description Learning outcomes In 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.

24 Eksperter i team 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.

25 Eksperter i team Expectations regarding the content of the process report Situations Theory Reflections Actions Learning outcomes See page 12 in «Guide for students»

26 Eksperter i team Assessment criteria for the process report

27 Eksperter i team Situations Theory ReflectionsActions Cooperation on the project Theory and concepts Facilitation Exercise Writing team reflections Actions taken to improve teamwork A specific situation from the teamwork Team-based reflections

28 Eksperter i team 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.

29 Eksperter i team 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

30 Eksperter i team Experienced-based learning in EiT Foto: Kjersti Myhr

31 Eksperter i team 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

32 Eksperter i team 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.

33 Eksperter i team What does the facilitator look for and listen to?