scholarly journals Assessing Improvement and Professional Career Skills in Senior Capstone Design through Course Data

2017 ◽  
Vol 7 (3) ◽  
pp. 130 ◽  
Author(s):  
Robert Merton Stwalley III
Keyword(s):  
Continuous Improvement ◽  
Team Building ◽  
Physical Work ◽  
Video Tape ◽  
Biological Engineering ◽  
Professional Career ◽  
Student Teams ◽  
Professional Attributes ◽  
Career Skills ◽  
External Reviews

An objective internal departmental review of course data indicates that a one credit hour fall seminar course which allows many preparatory topics to be engaged by the senior capstone teams makes the spring laboratory portion of the course run more smoothly. Professional topics such as team building, oral and written communication skills, and organizational interaction have been suggested by industrial partners and are now integrated into the course sequence before the students perform their physical work, reducing issues during the lab component. Course adjustments are on-going, and in the spirit of continuous improvement, those adjustments are periodically evaluated for effectiveness. It has been statistically demonstrated that the addition of an internally reviewed feasibility pitch early in the fall semester has resulted in better external reviews for both the fall management and spring technical design presentations. Likewise, providing the chance for the teams to see a video tape of their final presentation, before it is reviewed by various outside parties, has resulted in significantly better final presentations. In general, the formation of all engineering and mixed teams has been found to produce better end projects than those created by all technology-based student teams. These elements and other demonstrated positive changes to the Xxxxxx Agricultural & Biological Engineering capstone sequence can be described as cultivating professional attributes, and the experience is reviewed in this paper.

Key middle manager trustworthy behaviours that enhance operator participation in continuous improvement systems

2020 ◽  
Vol 12 (3) ◽  
pp. 229-245
Author(s):  
Alvaro Lleo ◽  
Elisabeth Viles ◽  
Daniel Jurburg ◽  
Javier Santos
Keyword(s):  
Continuous Improvement ◽  
Middle Managers ◽  
Team Building ◽  
Training And Development ◽  
Middle Manager ◽  
Content Type ◽  
Managerial Competencies ◽  
Industrial Management ◽  
Points Of View

Purpose This paper aims to identify key middle manager trustworthy behaviours that encourage employees’ participation in continuous improvement activities in industrial contexts. Design/methodology/approach The list of behaviours has been developed in two different phases. First, the authors conducted two concept mappings with operators and middle managers and, subsequently, the authors combined and integrated both points of view. Second, the authors developed an expert panel with researchers, consultants and experienced practitioners of industrial management for debugging and reducing the results, presenting the final list of behaviours. Findings This work presents 55 different middle manager trustworthy behaviours divided into four different categories: human qualities; training and development; technical and managerial competencies; and team building. Research limitations/implications This paper contributes to existing literature about sustainable continuous improvement systems highlighting the role of middle managers and proposes a set of specific middle manager trustworthy behaviours for increasing supervisors’ influence on operator participation. Originality/value After extracting the knowledge of different stakeholders, the list of behaviours identified can serve as a useful tool for recruiting, training, evaluating and developing a supervisors’ managerial style that enhances operator participation in continuous improvement activities.

It’s Salsa Time! A Team Activity

2017 ◽  
Vol 2 (4) ◽  
pp. 289-298 ◽  
Author(s):  
Kerri Anne Crowne
Keyword(s):  
Development Process ◽  
Team Building ◽  
Team Development ◽  
Constructivist Theory ◽  
Team Members ◽  
Student Teams ◽  
Building Activity ◽  
Team Activity ◽  
Undergraduate Leadership ◽  
Team Assignment

This article provides information on a team-building activity in which student teams make salsa. I usually use this exercise on the day that I form teams to provide an opportunity for teams to work on something that is not graded prior to completing the graded team assignment. The activity is built on several theories, such as social learning, experiential learning, and constructivist theory. The goal of the activity is to allow team members to get acquainted with each other and quickly go through the team development process. It is a springboard for discussing many aspects of teams, such as tacit knowledge, decision making, creativity, and resource allocation. It has primarily been used in an undergraduate leadership course but may be applicable to other courses.

scholarly journals CONTINUING PROFESSIONAL TRAINING OF PHARMACEUTICAL INDUSTRY PERSONNEL USING REMOTE TECHNOLOGIES

2019 ◽  
pp. 86-91
Author(s):  
Liudmyla Klos
Keyword(s):  
Pharmaceutical Industry ◽  
Continuous Improvement ◽  
Professional Training ◽  
Educational Institution ◽  
Practical Application ◽  
Self Assessment ◽  
Professional Qualification ◽  
Professional Career ◽  
Self Development ◽  
Pharmaceutical Activity

Relevance: the need for the development and experimental verification of lifelong learning, namely: mi- crobiology, virology and immunology of future Masters of pharmacy (during studying in higher educational institution and after its graduation, their professional career in the context of society informatization). Aim: to analyze the state of preparation of Masters of pharmacy in the study of microbiology, virology and immunology in the conditions of society informatization. Methods: theoretical (analysis, synthesis, generalization); empirical (expert evaluation and self-assessment methods; questionnaire). Results: the modernization update of the purpose and contents of teaching the future Masters of pharmacy in microbiology, virology and immunology is proposed. An attempt has been made to introduce such a system of training, which would be aimed at the formation of professional knowledge of future Masters of pharmacy, continuous improvement of their professional competences, meaningful practical application of the obtained theoretical knowledge and the acquisition of new knowledge (that appears in the scientific space), the forma- tion of appropriate skills, effective communication formation in the professional pharmaceutical environment through remote technologies. Conclusions: the author has proved that the profession of provisor is inherently a process of constant self- development and self-improvement, with the help of which pharmaceutical activity will be effective. Considering that the pharmaceutical industry has undergone significant changes in comparison with the last century, and requires continuous scientific and educational education, it is concluded that the modern provisor should be able to improve his personal professional qualification at the convenient time for him, remotely, including by online and offline.

Sustaining Safety and Profitability through Macroergonomics in a Shipping Operation

1997 ◽  
Vol 41 (2) ◽  
pp. 749-752 ◽  
Author(s):  
Glenn Azevedo ◽  
Peter Zande ◽  
Andrew S. Imada
Keyword(s):  
Continuous Improvement ◽  
Occupational Safety ◽  
Management Practices ◽  
Team Building ◽  
Occupational Safety And Health ◽  
Job Rotation ◽  
Continuous Improvement Process ◽  
Safety And Health ◽  
Contemporary Management ◽  
Ergonomic Analysis

This study describes a series of interventions that began in 1991 to improve occupational safety and health. The interventions included: ergonomic analysis, training, job rotation, a stretching program, team building and a continuous improvement process. Dramatic improvements were realized in reducing CTD injuries (84%), OSHA recordable injuries (78% improvement), and total injuries (76% improvement) for this work unit. While the specific interventions are common to ergonomics and contemporary management practices, it is argued that taken together, in a macroergonomic approach, the total effect is greater than any of the independent interventions.

Applying in the Classroom What We know about Groups and Teams

1996 ◽  
Vol 40 (8) ◽  
pp. 449-453 ◽  
Author(s):  
Nancy J. Stone
Keyword(s):  
Faculty Member ◽  
Group Composition ◽  
Team Building ◽  
Organization Structure ◽  
Grading System ◽  
Reinforcement Structure ◽  
Human Factors And Ergonomics ◽  
Student Teams ◽  
Potential Problems ◽  
Groups And Teams

Human factors and ergonomics specialists need to work in teams. This article highlights various benefits and potential problems of groups and teams. The main focus is on ways to successfully implement student teams in the classroom. Key elements include: centralizing the organization structure with the faculty member in charge, determining group composition, defining group goals and roles, establishing an appropriate reinforcement structure (i.e, the grading system), and dealing with conflict. References for more in-depth team building guidelines are provided.

scholarly journals THE APPLICATION OF STAD- COOPERATIVE LEARNING IN DEVELOPING INTEGRATED SCIENCE ON STUDENTS WORKSHEET

2018 ◽  
Author(s):  
Syafrimen Syafril ◽  
Titik Rahayu ◽  
Widya Wati ◽  
Yuberti
Keyword(s):  
Teaching And Learning ◽  
Team Building ◽  
Teaching Materials ◽  
Integrated Science ◽  
Case Study Design ◽  
Student Teams ◽  
Comprehensive Knowledge ◽  
Cooperative Methods ◽  
Support Students

The application of Integrated teaching materials in teaching and learning science is very important, to support students acquire comprehensive knowledge and skills and make the learning process more memorable. Teachers must be good at choosing methods and packaging the teaching materials well to attract students' learning interests. This study aims to examine the analysis of the development of integrated Science on Student Worksheet using the steps of cooperative methods of Student Teams Achievement Divisions type. The study was conducted using a qualitative approach (Multi-case single-site case study design). The data were collected through analytical documents and analyzed thematically with NVIVO 10 software. The results showed that the steps to develop integrated science on Student Worksheet using cooperative method of Student Teams Achievement Divisions are: (1) In Student Worksheet there must be motivation and apperception; (2) team building; (3) presentations from teachers; (4) learning activities in teams must be heterogeneous; (5) implementation of individual quizzes; (6) awarding. The results of this study are discussed with various results of previous research.

scholarly journals Exporting Finnish Agricultural Advisory Knowhow - Training of Agricultural Advisors in Kosovo

2014 ◽  
pp. 1-5
Author(s):  
Kati Partanen ◽  
Ardita Jahja-Hoxha ◽  
Jussi Juhola ◽  
Paavo Maskulainen
Keyword(s):  
Agricultural Production ◽  
Agricultural Sector ◽  
Team Building ◽  
Training Model ◽  
Bachelor's Degree ◽  
Business Skills ◽  
Student Teams ◽  
Key Skills ◽  
Key Barrier ◽  
Result Analysis

In Kosovo conditions for agricultural production are good, climate in the region is close to ideal. However, local agricultural production is relatively low and income from agriculture for the rural population is extremely low. One of the key challenges in developing the agricultural sector and employment within is the knowledge base. Lack of business skills and modern agricultural methods added with practically no access to advisory services is the key barrier for further development of the sector. The aim of this project was to develop Kosovan agriculture through building the capacity of agricultural advisory by constructing a modern curriculum model and developing the advisors’ ability to help farms to develop their entrepreneurship. The steps of the projects were: 1. Building a modern curriculum of agricultural advisory training according to the local needs. 2. Emphasizing the expertize of the advisor students by team working method. 3. Testing the knowledge: real enterprise’s development process and result analysis. 4. Evaluating the project and methods used. The curriculum was built according to the competences defined in four workshops organized for stakeholders in Kosovo. Five competence areas were recognized: Communication skills, Business competence, Development competence, Production competence and Key skills for lifelong learning. Students participating in the training (27) were required to have at least a Bachelor’s degree in agriculture or related fields. The training itself was organized by team training method. The training consisted of lectures, team and independent studying and working as a team with a real farm enterprise advisory case. The team learning process was guided to increase the students’ knowledge of team building in working life. Five student teams identified the main development needs in a real enterprise case and planned a way to realize them. The entrepreneurs were satisfied with the concrete development realized during the project. Both students and stakeholders evaluated the project to be very successful. The students’ satisfaction was evaluated by a web questionnaire and the stakeholders’ satisfaction through six focus group discussions organized in different parts of the country. 90 % of the students found training beneficial for their future career and all students were satisfied with the training. This new training model requires good cooperation among stakeholders but increases capacities of all counterparts. The Finnish agricultural advisory and training knowledge has demand.

Undergraduate student perceptions of teamwork and use of teams in the classroom

2007 ◽  
Vol 51 (18) ◽  
pp. 1073-1075
Author(s):  
Jeffrey J. Smith ◽  
Sharolyn A. Lane
Keyword(s):  
Student Perceptions ◽  
Team Building ◽  
Social Aspects ◽  
Peer Ratings ◽  
Team Members ◽  
Effective Teams ◽  
Human Factors And Ergonomics ◽  
Student Teams ◽  
Team Task ◽  
Student Team

The Human Factors and Ergonomics Society has recognized that, in order to properly prepare students for teamwork in the workplace, team-building experiences are an indispensable part of education (Stone, Moroney, & Wortham, 2006). Panels held at previous HFES meetings have identified approaches to instructing student teams, developing effective teams, and utilizing peer ratings. One hundred fifty-five students were surveyed concerning methods used to plan and communicate with other team members, best and worst team task experiences, and what was liked best and least about working in teams. Responses indicated that, while many students enjoy the collaborative and social aspects of working in teams, many are displeased with the distribution of workload between team members, procrastination by team members, and the difficulty of scheduling meetings. Implications for instructors and recommendations for tools designed to enhance student team experiences are described.

Adding Reality to Team Projects

2003 ◽  
pp. 198-211
Author(s):  
Sharon W. Tabor
Keyword(s):  
Real World ◽  
Team Building ◽  
State University ◽  
Client Engagement ◽  
Team Projects ◽  
Student Teams ◽  
Engagement Process ◽  
Successful Team ◽  
Team Project

While hiring companies consistently emphasize the importance of communication and team skills for new IT graduates, students consistently emphasize their dislike for academic team projects. In an effort to make the team project a more interesting and valuable experience, an upper-division e-commerce course at Boise State University includes the development of prototype sites for actual businesses. In addition to concepts, strategies, and technical tools, students learn transferable consulting skills and improve necessary team skills. These skills groups are applied to real-world business problems, resulting in successful team experiences for the students and expanded horizons for the participating businesses. Part of the success is attributable to well-defined expectations, team-building exercises, and a structured client engagement process that serves the needs of the businesses as well as the student teams.

scholarly journals Działalność samorządu lekarskiego w zakresie doskonalenia zawodowego na przykładzie Wielkopolskiej Izby Lekarskiej

2018 ◽  
pp. 109-120
Author(s):  
Piotr KORDEL ◽  
Krzysztof KORDEL ◽  
Marek SAJ
Keyword(s):  
Continuous Improvement ◽  
Professional Education ◽  
Postgraduate Education ◽  
Point Of View ◽  
Medical Doctors ◽  
Doctor Who ◽  
Professional Career ◽  
Utmost Care ◽  
Professional Self ◽  
Medical Chamber

The issue of the continuous improvement of professional qualifications by medical doctors is of utmost importance both from the point of view of doctors and their patients. Acquiring new knowledge and skills is an important element of a doctor’s professional career. A doctor who raises his qualifications guarantees better medical care for a patient. The professional self-governing body of doctors constitutes a significant element in the postgraduate education of doctors. It participates in the education of interns and in the procedure of acquiring the title of specialist. It also supervises and organizes the process of doctors’ mandatory continuous education. A majority of the tasks related to doctors’ professional education is performed by regional chambers. The Wielkopolska Medical Chamber organizes training sessions and courses for its members, which are one of the forms of fulfilling the requirement of professional improvement, reimburses a portion of the costs borne by the doctors in connection with improving their professional qualifications, and it establishes cooperation with domestic and foreign academic institutions to provide doctors from Wielkopolska with an opportunity to partake in training. These activities of the medical association, combined with the organs of professional liability of doctors, allow the patients to hope that when visiting a doctor they encounter a specialist who will take the utmost care of them.

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