1. PAEE 2009 Project Approaches in Engineering Education The Added Value of Teamwork University of Minho, Portugal 21-22 July, 2009 Project Management and Teamwork Arvid Andersen Copenhagen University College of Engineering Denmark jar@ihk.dk; Arvid.Andersen@email.dk jar@ihk.dk 1PAEE´2009

2. Project Management All projects are carried out by people – success is achieved through people working in teams People management is the most important element of project management – it is people who get things done, not objectives, not plans, not machines and not schedules (althouhg all these are important) 2PAEE´2009 Arvid Andersen

3. Creativity and Innovation A benign atmosphere showing openness and trust will motivate, stimulate and promote development of creative ideas and innovation. Ideally, teams promise to promote synergy where results outweigh the sum of individual contribution. PAEE´20093 Arvid Andersen

4. Design Design is neither forms alone nor function alone but an aesthetic synthesis of both. 4PAEE´2009 Arvid Andersen

5. Working in Teams A Team is: - a task-tuned group of people - a group of people working together to chieve ocjectives which are shared - a social unit deliberately designed 5PAEE´2009 Arvid Andersen

6. Teamwork Is more than just teambuilding. Is the ability to work together towards a common vision. Is the ability to direct individual acomplishment. Is the fuel that allows ordinary people to attain extraordinary results. Is less I and more We. 6PAEE´2009 Arvid Andersen

7. Working on Projects A good project : - Emphasizes application of theory - Involves engineering design work - Is innovative and necessitates a team approach - Is important to the provider - Is not routine - Has not to many constraints over confidenti allity 7PAEE´2009 Arvid Andersen

8. Team Development Stage 1 – Forming - The team gets to know each other - The team begins to understand each others views, ideas, expectations and objectives - The team members test each other out - Individuals begin to create a personal identity - The team is guarded about issues raised and opinions given 8PAEE´2009 Arvid Andersen

9. Team Development Stage 2 – Storming - Opinions more openly and forcefully presented - Group leadership may be challenged - Some infighting as allegiances are ques- tioned - Nature of the task and programme Challen ged - Some members feel demotivated and leave 9PAEE´2009 Arvid Andersen

10. Team Development Stage 3 – Norming - More organised with procedures and sys stems to achieve particular goals - The skills level, competences and behavi oural norms for each member become app arent - Interpersonal barriers fall into the backgr ound - Increased co-operation and exchange of views, ideas and opinions The sooner the group attempts to fulfill certain task goals, the sooner it will break of the infighting stage 10PAEE´2009 Arvid Andersen

11. Team Development Stage 4 – Performing – Team matured and working well together – Increased cohesion with members supporting one another and sharing information and ideas – Tolerating each others differences – Able to marshal its full resources to persue the common goal How quickly the team progresses depend on the leader´s skill in reconciling differences, developing cohesion and assisting the group in identifying with each other 11PAEE´2009 Arvid Andersen

12. Teamwork is Group performance with regard to: - The product produced - The process excuted - The people involved 12PAEE´2009 Arvid Andersen

13. Brainstorming Process – A group problem solving process involving interactions between the ideas and imaginations of group members. No criticism is allowed Free-wheeling is encouraged-wilder the better Quantity is wanted Combination and improvement 13PAEE´2009 Arvid Andersen

14. Barriers to Communication Language Cultural behaviour Speaking skills Listening skills 14PAEE´2009 Arvid Andersen

15. Peer and Self-Assessment Techniques Weekly meetings with supervisors Regular meetings with company representatives Project and people review meetings Collaborative agreements Improvement reports Personal improvement plans 15PAEE´2009 Arvid Andersen

16. Integrated Engineering Integrated engineering involves the interrelated work of several disciplines The disciplines involved in a given project are chosen according to the need of the project provider and the academic world Working in an integrated engineering context emphasizes development of personal competences 16PAEE´2009 Arvid Andersen

17. Steps in environmentally sound design Evaluate materials and processes. Make sure that the product is easy to take apart in order to reuse. Make the design simple and eliminate painting and dangerous solubles. If packing is necessary, make sure that it is reuseable or biologically degradeable. Design a long life into the product. Make sure that the end user can repair and reuse components. Sustainable engineering development and environmental concern. 17PAEE´2009 Arvid Andersen

18. Statements Why do fewer students take engineering education? (SN36-1990) Engineering students suffer factural overloads (SN36-1990) Looking ahead to 2020, what will be the most important skills, knowledge and behaviors for students to acquire to provide Ohio with competitive advantages in the global economy? (ASEE 2. Jan. 2009) PAEE´200918

19. Learning in Teams It´s not enough to tell and show students, they must be involved to learn Don´t spoon-feed students Don´t overfill syllabusses Allow time to wonder Provide time to develop knowledge, insight and skills Help students to develop critical thinking skills,which will improve their confidence and their ability to dare PAEE´200919

20. First team-meeting agenda Attitude test, group work What is your level of ambition? What is required of you by your home university? What is your opinion of working long hours? Problem/project formulation exercise NB: A minute of the meeting should be placed in the team log book. PAEE´200920

21. Education should be changed Engineers commonly describe themselves in terms of a single discipline, a convention increasingly misleading. Therefore reasons to adjust or change education should be considered. PAEE´200921

22. Reasons to change education 1 Very few engineers work totally within the confines of a single discipline or industry. Fundamental changes in working attitudes, and greater emphasis on multidisciplinary and multinational environments, highlights the need for a radically different approach to education and training. Traditional specialism no longer apply in the world dictated by a bigger overlap of engineering and science. The accelerating evolution of technology accompanied by a growing amount of knowledge, much of which continuously become redundant, require a new approach to education and training and changes of the curriculum. PAEE´200922

23. Reasons to change education 2 We have to provide a deep learning environment in which acquiring insight will take precedence over conventional specialist courses. Continuing education has become a more determinant factor in career development and is part of a through- career education and training. Easier access to knowledge through the ongoing advances in information technology should be coupled with improvements in teaching and assessment techniques. Accreditation boards should be aware of the changing conditions and adjust accordingly. They should appreciate the new professional equipped with a broad range of entrepreneurial skills. PAEE´200923