Peer Evaluation System in Team Work Skills Assessment

2016 ◽  
pp. 603-616
Author(s):  
Nur’Ain Ismail ◽  
Asniza Hamimi Abdul Tharim ◽  
Thuraiya Mohd ◽  
Nor A’aini Othman ◽  
Nur Hasni Nasrudin ◽  
...  
Keyword(s):  
Evaluation System ◽  
Team Work ◽  
Skills Assessment ◽  
Peer Evaluation ◽  
Work Skills

Peer evaluation system in team work skills assessment: Technical perspective

2015 ◽  
Author(s):  
Nur Hasni Nasrudin ◽  
Nor A'aini Othman ◽  
Nur'Ain Ismail ◽  
Asniza Hamimi Abdul Tharim ◽  
Noraidawati Jaffar ◽  
...  
Keyword(s):  
Evaluation System ◽  
Team Work ◽  
Skills Assessment ◽  
Peer Evaluation ◽  
Work Skills

scholarly journals Goal Setting, Values of Binus, dan Pembelajaran Character Building di Binus University

Humaniora ◽  
2013 ◽  
Vol 4 (1) ◽  
pp. 387
Author(s):  
Yustinus Suhardi Ruman
Keyword(s):  
Goal Setting ◽  
Social Action ◽  
Education Institution ◽  
Team Work ◽  
Work Skills ◽  
Soft Skill ◽  
Good Person ◽  
Ethical Decisions ◽  
Character Building ◽  
And Behavior

Character Building Education in this era has become concerning by so many institutions of education. Institution of education is not only preparing the student to have knowledge or become smart, cleaver, but also preparing them to become good person. Of course, there are so many definitions about good person. But in this paper, author means  that the good person is they who are not only having soft skill like communication skills, leadership skills, team work skills, initiative & enterprise skills, organization skills, problem solving and ethical decisions making skills. All these skills are very important for every people on this era. It is difficult to think about people will gain a success without mastering these skill. According to author, all the skills above, although important, they are not enough. All the skills must be built on certain values.  In this context both hard skills and soft skills should be based on certain values. As an institution of education, Binus University has certain values. They consist of trust in God, farsighted, freedom to innovate, embrace diversity and tenacious focus. The attitude and behavior of all binusian has to reveal these values. Character Building learning on this point is not only coaching the student in mastering the soft skill above, but also to internalize the values of Binus. So, Values of Binus will inspire all binusian. This paper explains the position of character building learning as a goal setting to internalize the values of binus. To describe the position of character building learning, author uses the concept social action of Talcott Parson. 

scholarly journals IMPACT OF TEAM WORK ON EMPLOYEE SATISFACTION

2014 ◽  
Vol 10 (2) ◽  
Author(s):  
Sobia Shujaat ◽  
Keyword(s):  
Higher Education ◽  
Group Work ◽  
Work Experience ◽  
Employee Satisfaction ◽  
Team Work ◽  
Future Research ◽  
Work Experiences ◽  
Work Skills ◽  
Organizational Goals ◽  
Practical Implications

Purpose: The current study was based on analyzing effect of team work on employee satisfaction, as team work is considered to be a crucial factor for achieving organizational goals. Methodology/Sampling: A survey was conducted among 384 employees from different organization to analyze their team work experience. Regression analysis was applied to access the significance of linear relationship on data under study. Findings: It was found that team work has a significant impact on employee satisfaction. Future research should investigate the ways in which teamwork interest can be moderated by characteristics of the task and the group, preferably those characteristics that instructors have some control over to facilitate group work experiences. Practical Implications: Employers value team work skills from incoming employees with higher education. Hence it is critical that instructors in higher education institutions understand the importance of teamwork and the factors that contribute to positive teamwork environment. The study will be helpful for HR departments to understand the importance of team work and for devising better work groups.

APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION

2021 ◽  
Vol 8 (1) ◽  
pp. 1-10
Author(s):  
Mary Ezeamagu ◽  
◽  
Henry Owolabi ◽  
Keyword(s):  
Team Work ◽  
Employability Skills ◽  
University Management ◽  
Work Skills ◽  
Problem Solving Skills ◽  
Research Instrument ◽  
North West ◽  
Life Long Learning ◽  
Learning Skill ◽  
University Undergraduates

Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West Nigeria. Multi-stage sampling approach using Simple Random and Proportional Sampling technique was employed to select 697 respondents from Usmanu Danfodiyo University, 350 respondents from Federal University Gusau and 330 respondents from Federal University Birnin Kebbi. The research instrument was a researcher-developed questionnaire entitled “Employability Indices Questionnaire”. The research instrument was validated by seven experts. The instrument was trial tested on a population that is similar but not among the sampled population; and Cronbach’s Alpha was used to estimate a reliability coefficient of 0.82 and 0.96 for Employability Perception Scale and Employability Skills Scale respectively. Three research questions guided the study; while data collected were analyzed using summated scale. The major findings of the study revealed that majority of university undergraduates in North West Nigeria perceived themselves to have high knowledge of employability, yet further finding revealed that majority of the respondents perceived themselves to have high need of Life-long Learning Skill and Team-work Skills. This implies that the respondents have low level of Life-long Learning and Team-work Skills. As such, it was recommended that University Management should improve standard by making Employability Skills a development priority area for its undergraduates before their graduation. Both instruction and assessment of undergraduates should challenge and develop students’ Life-long learning skill, Team-work skills and other relevant skills before their graduation. University Management should encourage her students to develop and demonstrate employability skills like Life-long learning skill, Team-work skills, information and communication technology knowledge, numeracy skill, communication skill, creativity and problem solving skills.

scholarly journals PENERAPAN KANCING GEMERINCING DALAM MENINGKATKAN TEAMWORK SKILL PADA MAHASISWA PGSD FKIP UMSU

2020 ◽  
Vol 3 (2) ◽  
pp. 296-305
Author(s):  
CHAIRUNNISA AMELIA ◽  
INDAH PRATIWI
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Team Work ◽  
Learning Models ◽  
Work Skills ◽  
Ability To Work ◽  
Student Responses ◽  
Teamwork Skills

This study aims to determine the ability of students to work together in groups or teamwork skills, and to determine student responses in learning in social studies courses using the jingle learning model which is expected from the application of jingle learning model can be seen an increase in learning outcomes student in class. The method used in data collection is documentation, observation and test giving to students. In this research, it can be seen that there is an increase in the ability to work together with students in groups, which in the future will function for students to continue solidarity within groups in other subjects. In learning that uses a different learning model results in the ability of students when understanding a material compared to not using a classical learning or learning model. This can be seen from the average student learning outcomes before using the learning model and by not implementing teamwork skills only 65.2 and learning outcomes using the jingle learning model by applying teamwork skills 93.5. The results obtained can be seen the use of learning models can improve team work skills in PGSD students

scholarly journals In-depth learning and development of experimental and team work skills in laboratory courses

2011 ◽  
Author(s):  
Clémence Fauteux-Lefebvre ◽  
Denis Gravelle ◽  
Nicolas Abatzoglou
Keyword(s):  
Project Management ◽  
Chemical Engineering ◽  
Bachelor's Degree ◽  
Team Work ◽  
Management Skills ◽  
Work Skills ◽  
Design Data ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
Chemical Engineering Education

Laboratory courses help students understand the application of theoretical principles and develop their synthesis abilities and critical thinking. Although the above target is well understood in our profession and has long been integrated to the Chemical Engineering curriculum, there are various ways to reach these objectives and it is still a matter of intense discussion. This work presents a laboratory course at the Department of Chemical & Biotechnological Engineering of the Université de Sherbrooke. This course basically seeks to provide the students with elements allowing them to link fundamental knowledge in thermodynamics, transport phenomena and physical chemistry/kinetics to experimental results. However, for engineers, this must be positioned within a context which is the closest possible to their everyday professional reality which requires crosscurricular competencies and attributes. The latter includes team work, project management, and of course fast and efficient analytical, synthesis and interpretation skills. The laboratory course presented here is given in the middle of the program leading to the engineering bachelor’s degree. All experimental design, data collection, laboratory manipulations and analyses are performed by teams of students. There are 11 labs and every team goes through all of them. To develop their project management skills, our Department has adopted the formula of the “Master Team”. The class is divided in a number of teams equal to the number of experiments. Each team is named responsible (Master team) of one of the experiments for the entire semester. In this role, it supervises the reporting of all other teams and proceeds to the final (global) report and its oral presentation. The success of this organization depends on the competence of the teaching team as well as the >efficient internal management of each Master team. Thus, the teams develop skills which lead them to the final and most difficult part of their Chemical Engineering education, the Capstone Design course.

scholarly journals AN OPEN-ENDED DESIGN-BASED LAB EXERCISE FOR A FIRST THERMOFLUIDS COURSE

2017 ◽  
Author(s):  
Michele Hastie ◽  
Jan Haelssig
Keyword(s):  
Creative Thinking ◽  
Engineering Students ◽  
Team Work ◽  
Work Skills ◽  
Theoretical Concepts ◽  
First Semester ◽  
Design Project ◽  
Hands On ◽  
Hands On Learning ◽  
The Many

The Thermo-Fluid Engineering I course provides all first-semester second-year engineering students at Dalhousie University with a basic introduction to thermodynamics and fluid mechanics. In the past three years, we have used a combination of six traditional laboratory exercises and a short four-week design project to provide students with hands-on learning experiences in this course. In general, these projects have been well-received by students as a welcome break from the many abstract theoretical concepts that are normally associated with introductory thermodynamics. However, two of the continuing challenges with these projects have been the students’ limited engineering design experience and the availability of time to perform a design project. To address these challenges, in the fall 2015 offering of Thermo-Fluid Engineering I, the four-week design project was replaced by an open-ended design-based lab exercise.The open-ended lab exercise required groups of students to develop specific laboratory experiments related to thermodynamics and fluid dynamics, given a limited quantity of resources. While the focus shifted away from a traditional short design project, the open-ended lab exercise continues to allow students to develop their creative thinking, critical analysis, hands-on, communication, and team work skills, which was the primary purpose of the short design projects in the first place.

Lesson Learned During Covid-19 Pandemic: Impact, Challenges and Opportunities in Nursing Education – A Review

2021 ◽  
pp. 417-422
Author(s):  
Radha. K ◽  
Vijayanarayanan N. ◽  
Sri Devi. K ◽  
Sharat. V. Kondaguli
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Evaluation System ◽  
Team Work ◽  
Advanced Technology ◽  
World Health ◽  
Research Activities ◽  
Challenges And Opportunities ◽  
Class Room ◽  
The Impact

Nursing training is a combination of both theoretical and practical learning experiences that enable nursing students to acquire the cognitive, affective, and psychomotor components for providing nursing care. World Health Day, an annual event organized by WHO, stated that this year is focused on supporting nurses and midwives, many of whom are serving on the frontlines of the COVID-19 response. Globally, COVID-19 has huge impact on academic delivery and adds a further degree of complexity to nursing education due to temporary lock down because most countries have suspended face-to-face teaching/physical class room teaching. Thus, they had to find new alternatives to academic delivery, and virtual classes/on-line mode were the ways forward. In present search, it has attempted to explore the impact of covid-19, challenges and opportunities in nursing education which influences the different aspects of academic activity. It has accelerate the academic delivery by using variety of online platforms and learning management system such as Google class room, Google meet, Google hangout, Zoom meetings, Microsoft team, Cisco webex meeting, go to webinar, you tube streaming, Google duo, college website, social media platforms such as face book groups, whatsApp, telegram etc. Covid-19 has provided a lot challenges and opportunities to learner, educator, university, organization, and evaluation system and research activities. The lesson learned from covid-19 is converting those challenges into opportunities by learning and adopting with advanced technology in teaching-learning; blended learning; team work; promoting for trans/ inter/ multidisciplinary collaborative education; integrating innovative method of teaching, sharing and facilitating right kind of information, are enhancing ways of quality of education during crisis (lock down) situation and further new-normal situation.

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