Key Skills Exemplified

• Communication
  
• Learning to Learn
  
• Working with Others

Description

An exercise allowing students to develop successful team working strategies during a project set by industrial partners.

Rationale

Working effectively as a team is a skill demanded by employers. To be effective, the team must be able to recognise the strengths and weaknesses of its members and allocate work accordingly. It must be able to plan a programme of tasks and recognise the need for peer assessment of the quality of outcomes.
Increasing student numbers and greater demands on staff time has made it necessary to reduce staff contact time for individual students, developing small group teaching can reduce time needed to supervise individual students.

Learning Outcomes

• Development of key skills.
  
• Improving analytical skills.
  
• Assist with verbalising personal development.
  
• Reflecting on strengths and weaknesses.
  
• Practice verbal communication within a group

Implementation

• A series of sessions on team working skills was delivered jointly by the Career Service and academic staff to all students.
  
• Students were divided into small groups and given a project with an industrial partner.
  
• Learning outcomes and a timetable of critique with clear instruction on the format of the critique was included with the brief.
  
• The students developed their project independently, allocating their own roles and planning their own meetings.
  
• During timetabled critiques, a team of academic staff were available to aid discussion within the group.
  
• With guidance from academic staff, the project was peer assessed, and each student received feedback from each team member.

Benefits for:

The Student

• Students enjoyed the autonomy and responsibility.
  
• Students began to assess their strengths and weaknesses, previously unrecognised.
  
• Realistic and practical introduction to "real" working practices.
  
• Increased student confidence, producing higher standards of work.
  
• Allows greater integration of students.

The Lecturer

• A general raising of the standard of work, post project.

The Institution

• Deeper and significant links forged with industrials partners.

Drawbacks for:

The Student

• Some groups can be dysfunctional; however these students learn more about group dynamics and the importance of working with others.
  
• Can be time consuming for the student.
  
• Any conflict that may occur can outlast the project.

The Lecturer

• Marking can become personal for the student.

The Institution

• External partners may be less aware of academic requirements and timescales.

Evidence of Impact

A high quality of work was achieved which has continued after the life of the project.

Evaluation

• Methods of peer assessment must be clear at the outset.
  
• Project briefs must be clear and ensure that the industrial partner has provided sufficient information to reduce the need for further contact after the initial briefing.
  
• Ensure a mix of students in each group.
  
• Allow groups to form their own methodology but ensure they keep formal records of meetings.

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