Course manual: How to start, progress and finish your team project successfully and pleasantly

TIL 5050-12 TIL Design Project

Answer complex questions with systems engineering

Version 2.1 November 2018

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Contents 1. Course overview 3 2. Learning objectives: Outcomes 4 3. Design and systems engineering 5 4. Enrolment 10 5. Planning 13 6. Meetings 16 7. Preparation: Guidelines, tips & tricks 21 8. Execution: Guidelines, tips & tricks 25 9. Assessment & grading 29 10. Staff and support 31

Appendices

A. Belbin test 32 B. Enrolment forms 47 C. Team formation process 49 D. Dym&LIttle 50 E. Generic Research Process 51 F. Grading form 52

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1. Course Overview For whom: See the Enrolment page. What: A TIL Design project is for a team of 4-5 students. No exceptions. Where: Nederland only. When: Q2-Q4 regular, Q1 by exception. About: This course is very different from your earlier courses in terms of: Realism: A project for a company, a government or the TU Delft; Purpose: Give the customer a set of options to solve an existing or potential future problem; Pre-knowledge: The time to study literature and learn new tools (sometimes suggested by your coaches) is quite limited. You mainly rely on previous BSc and MSc courses; Research process: Your extensive problem analysis leads to user requirements, design criteria, -constraints (and key performance indicators (kpi)); Design process: Always use a systems engineering method taught in TIL4013-16 or another course about design; Design product: A decision-support tool with a proof that the solution(s) should work under the assumed conditions. The intermediate choices and results should be verified and validated qualitatively (e.g. by MCA) or quantitatively (simple calculations, (Excel) model or concise simulation); Practical skills: Test and improvement of your project management skills: division of tasks and cooperation; planning and preparation of meetings; communication within the team and with all the coaches and the course coordinator; reporting; Tools: Better feeling of why and when to apply qualitative and quantitative tools. This is a solution-oriented course. Any tool should have a customer value; it should respond to their real requirements; Size and duration: 11 weeks of 2,5-3,5 full days per week (partially as an intern at the customer); Team work: 4-5 students with different BSc and a wide range of MSc TIL specializations working together to achieve a common goal; Supervision: (Bi-)weekly by 2 TUD coaches and in parallel by the customer. You have to find a good balance between their demands and approaches and yours. Do not lean too much towards the external commissioner! Discuss any uncertainties with the TUD coaches or the course coordinator. Literature We assume that you are familiar with -Sage, P.A., & J.E. Armstrong Jr., 2000, Introduction to Systems Engineering, John Wiley & Sons, Inc., N.Y. -Dym, C.L. & P. Little, 2004, Engineering design, A project-based introduction, second edition, In particular chapters 2, 3, 5, 6 and 7 (TUD lib). -Young, R.R., 2004, The requirements engineering handbook, in particular chapters 1, 4, 5, 7 (TUD lib).

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2. Learning Objectives There are 4 learning objectives LO 1: Analytics: To carry out a full-scale problem analysis using relevant scientific tools and methods on the foundation of a systems engineering approach. The problem analysis will be finished with a set of design requirements, criteria, constraints and where applicable KPI's. LO 2: Design and evaluation: To develop and evaluate a design (a set of complementary measures, solutions or tools) to deal with the problem as scoped earlier. The design is based on solid logic, if data allow also quantified and applicable in practice. The evaluation of the design should be carried out with a well-chosen evaluation method. Implementation is not part of the design, but an advice on how to implement the design may be added. LO 3: Team work and project management: As a team, you cooperate in such a way that the project goals are reached in an effective and pleasant manner. This demands sound project management. LO 4: Reporting and presentation: To present and defend project orally and in writing. The presentation presents the highlights of the project in a convincing and structured way. The final report also contains the accepted PVS and the team reflection. The FP-report may also contain an implementation advise.

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3. Design and systems engineering

3.1 The design process in steps

A TIL Design project has a systems engineering method as base process layer. An example is the following by Dym & Little. Detailed design may, but final /technical design is not part of your project.

Design process steps

Figure 3.1: Design process (1)

3.2 Two project modules

A TIL Design project consists of 2 modules: (1) Definition (Analysis) and (2) Design.

Definition (Analysis) This is meant to do define the main problem(s), the requirements, constraints and kpi. Typical steps include:

Description of the current state (situation): What is the operating concept of the organisation/case/process, what happens in the external environment (markets, clients), who are the in- and external stakeholders, interests and policies, subprocesses.

Diagnosis: What is happening in the organisation? Is there is a ‘problem/major issue’ that asks for improvement? What are the root causes of that problem/issue? E.g., you measure a process variation or "waste", what are the causes? Or, there is congestion in the network, where, how much, when, what are the key causes? Or you find a very complex process, why is it complex, could it be made simpler?

Close-up: Who, what, where, relationships, interests, current responsibilities? Extreme close-up: Where is the organisation going to without intervention (redesign)?

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Effective research methods

Stakeholder analysis, objectives tree, interviews with staf at all levels of an organisation and multiple stakeholders, data collection and analysis, requirements analysis. Logistic projects may benefit from DMADV (not DMAIC, there is no implementation), other lean tools or the Delft Systems Approach.

A short literature study helps to find comparable cases, choose methods and tools.

Multiple stakeholders have multiple needs and views on reality. Inside an organisation you have managers who typically focus on ratio, organisation and structure. They have difficulty understanding the irrational, hidden, associative ways of thinking of their staff (and probably also deny the irrational aspects of their own decision-making). This is why you have to collect information across an organisation.

Describe the interaction, power/interest relationships between actors regarding the problem.

Visualisation (brief). Draw 1 rich picture for the present (with problem) and 1 for the future situation (happy customer).

If necessary fine-tune or change your research and design (sub)questions.

As outsiders you are in the best position to judge. You are independent from traditions, habits, adaptation, ease, time or costs. As students you have the benefit of free thinking. You are not part of internal politics.

From customer needs to customer requirements

Usually your commissioner expresses his or her needs. Do not take this for granted, as he or she may have a focussed view on the case. In order to improve the situation and to develop one or more suitable designs, you have to find out the real requirements of an organisation. These are related with the root cause of a problem. If you know that in the USA “53% of industry’s investments in technical development projects is a casualty of cost overruns and failed projects.” then “A more disciplined approach to requirements development and management is needed in

order to improve project success rates” 2)

Problems result because of the way people organise their work, how they behave and interact, how they are supported by other people and by technical means like information systems. Problems also have a history, with probably earlier attempts to change a situation (the change trajectory).

If you are lucky, you work in a well-organised organisation that asks you to work on a relatively minor problem. But, don’t be surprised to experience that the way the organisation is operating is (largely) responsible for the problem at hand. It may lack good management, have an out-dated organization structure, obsolete equipment, insufficient information management, manpower planning etc. It may not have a good picture of its own customers, products or markets, difficult relationships with suppliers. If there is data, it may be collected for a different purpose, or it may be outdated or contain a lot of noise.

These are two extremes; most cases are somewhere in the middle. This means that you get some data of a mixed nature (quantitative, qualitative) and quality and you have to collect more of it yourself. You process this data (statistics, other tools) to extract the necessary information.

In most cases, you will find many requirements. These may be different, competing or even not compatible. You can use a trade-off matrix to compare 2 sets of requirements with each other, for

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instance engineering (vertical in Table 3.1) and marketing requirements (horizontal in Table 3.1).

Table 3.1: Example of an engineering tradeoff matrix for an audio amplifier (3)

Competing requirements

Table 3.2 Competitive benchmarks (3)

A house of quality (HOQ) may be used to relate requirements with each other. It is commonly used in a product development process (quality functional deployment or QFD).

Your definition module is finished with requirements, criteria for design and evaluation, constraints and KPI. There are hard criteria (efficiency, completeness, structure etc.) and soft criteria (customer focus, relationship improvement etc.). Constraints may come from your commissioner (e.g., functions of the design, time or budget restrictions) and/or yourself (e.g., limited resources). They are usually discussed in the kick-off meeting of your project. In principle they are fixed, unless you agree with your supervisors that they should be changed. This of course has implications for the scope of your project.

3.3 Design

Design starts with the design objectives (how should the future state look like?). An objective hierarchy (tree) may be used to organise/classify the objectives. Each objective is related with design criteria. From the design objectives you derive design functions; technical, organisational,

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financial, communication, information- oriented.

Table 3.3 Example of a house of quality (3)

You move to conceptual design. How would the ideal situation look like in broad terms? How do you create more value for the organisation? E.g., by removing waste (leaner process) or by reducing congestion via a redesigned network. Conceptual design is meant to make a list of suggested new directions, not to elaborate microscopic details. Concepts are hard and soft ideas about a new or improved design and its use in the organisation and decision-making process. This is a creative and free process. Everybody is creative, either in telling what should change or in how things should change. Concepts are vague, which is a real challenge for engineers. Do not choose the first design that comes to mind, but make a long-list first and then reduce this to a short-list of the most promising alternative designs.

Methods used

Brainstorm sessions, story boards to find causalities, small scenarios, etc.

Next is the preliminary design, where your designs becomes much more concrete. You derive design alternatives, which you evaluate and filter using tools like morphological charts, mca, (s)cba or calculations.

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Detailed (final) design is where you can choose to develop all designs in detail or select a few based on for instance MCA or a quantitative tool. You can use tools like scenarios, schematics, diagrams, photos and layouts to elaborate each design.

In an IP there is no technical design as in a real engineering project. If your design product is a technical tool like a calculation model, then add a short description of its functionality in an appendix of your (final) report. For a qualitative tool like a mca, add a complete explanation with input variables and output and use a proper method.

Always remember that design is an intervention that is meant to change things. An organisation can initiate such an intervention, but its outcome is uncertain. This is the key reason why change cannot be managed.

Design methods (case dependent)

Design methods include scenarios, models for calculation or simulation, visualisation, (DMA)DV, lean tools, statistics.

3.4 Evaluation

This deals with the quality of your design(s), the match between the capabilities of your designs (tools) with the requirements of the commissioner. Beware that simple designs are more

powerful, easier to explain and maintain than complex ones 4). Recommendations for future research are also an outcome of your evaluation.

Evaluation tools (case dependent)

Evaluation tools are MCA, SCBA, models for calculation or simulation, etc.

3.5 Final product

Your final product is a report. It may contain an advice for the ‘commissioner’ on how to implement your solutions. Verification and validation of a tool like a model is in the scope, but the application/implementation of your design/tool is out of scope. But, don’t be surprised if a customer tells you that they are going to implement your solution(s), even while you are still busy finishing your report. Delivering a product based on scientific methods with a high practical value is of course very rewarding.

3.6 Defending your product

Many people resist changes. To them change equals a disturbance, a change in the balance of power, troubles, a need to learn new skills, costly, job loss or as internal experts they may loose their credibility. Convincing arguments and data help to overcome most resistance. You may reduce this resistance by a carefully written implementation advice.

References

1) C. L. Dym, P. Little, and E. Orwin, 2014, Engineering design: A project-based introduction, John Wiley and Sons, 3rd edition. 2) Young, R.R., 2004, The requirements engineering handbook, Artech House (p. 1). Visit also http://sebokwiki.org/wiki/Stakeholder_Needs_and_Requirements. 3) Ford, R.M., & C.S. Coulston, 2007, Design for Electrical and Computer Engineers, Theory, Concepts, and Practice, Boomerang Books (p. 57-60). 4) De Bono, E., 1999, Simplicity, Penguin.

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4. Enrolment 4.1 How to enrol Enrolment forms for Download van be found at the bottom of this page. They are also on the MSc TIL website (Design Project section) of the current year. Please enrol as soon as you fulfil the requirements below. Enrolment is on an individual basis. You can mention in your enrolment form that you already found team members, but that does not automatically guarantee that your team is accepted (see 4.4.2). 4.2 Enrolment acceptance and when to enrol The course has an acceptance procedure. You are fine if your fulfil all of the following: 1) You have finished TIL4030-16 successfully; 2) You have successfully completed subjects amounting to a total of at least 45 credits four weeks before the first day of the educational period in which the project will commence. 3) Your enrolment form should be accepted four weeks before day 1 of the course quarter. All 3 requirements are non-negotiable. You must wait for the next period if you don’t fulfil them. Exception: When you first contact the course coordinator and you miss a few EC, but are waiting for marks from exams or projects to get the remaining points and these points will be in OSIRIS at the moment you hand in your enrolment form, no problem. Inform the course coordinator about it and continue with your preparation. Hand in the form before according to 3). This is second year course, don't contact the coordinator if you don't have at least 40 EC. Check: The course takes 2,5-3,5 days per week, do not overestimate your capabilities. Please enrol in the right course period. Course period Beginning of proceeding

period: Find & match with company or agency Enrol and prepare PVS document

Options

Q1 (Sept-Nov) Summer Only if preparations are finished before Juli 1

Q2 (Nov-Jan) Q1 Regular Q3 (Feb-Apr) Q2 Regular Q4 (May-July) Q3 Regular Table 1: Enrolment and course periods > The explanation for this enrolment procedure is the following: - Project preparation starts several months before the project execution for the activities mentioned in 4.3. - The enrolment period stops 4 weeks before day 1 of the course quarter. This gives you sufficient time to have a bare minimum of EC points before you start. It also marks the last date you can enrol, not the first date. This is also one of the reasons why we do not allow exceptions. These last 4 weeks are used to finalize (not start) with your PVS. - In this way you start well prepared and deliver a solid piece of work. - This is exactly how it works in a graduation project for an external commissioner.

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4.3 What to arrange in the preparation period Take enough time and start at least 1Q before you plan to follow the course, because you need time to find a company, government agency or TUD lecturer and agree with them about a potential project in the next period. You have to build a team. A team has to prepare a project vision and scope document (PVS) in the period before it starts with the research part of the project. The team and draft version of the PVS have to be accepted by the course coordinator before he contacts possible TUD coaches. The PVS has to be accepted by the commissioner, the TUD coaches and the course coordinator in the kick-off meeting. The course coordinator has to find suitable TUD coaches, which have time in their busy schedules and expert knowledge to guide you. He will help you with the content of your PVS when necessary if you communicate with him from an early stage. You have a start-up meeting with him and one or more follow-up meetings to help you select the right topic and company. This also helps to raise your PVS to the level required for the kick-off meeting. 4.4 Team 4.4.1 Team enrolment If you enrol as a team, keep in mind that the course coordinator may disagree with the team's composition and may oblige you to change it. ‘Being nice friends’ does not necessarily correspond with good teamwork. If you do not want to work with one or more other students, because of whatever (personal) reason(s), also mention this before the team is established. Otherwise you may repeat the same issues you had with them in the past and your team will be less successful. You can fill in one or more interesting project ideas in your enrolment form. These can either be suggestions or results from your contacts with companies or agencies. 4.4.2 Team composition and acceptance You may propose a team: 4-5 students with different bachelor and MSc TIL specialization’s you can reasonably find. Prevent a completely non-Dutch team if you want to work for an average Dutch company or a local government. Language and cultural barriers may be too steep to tackle. The course coordinator assesses the balance of your team and makes the final decision about the team composition. Every student that enrols via the enrolment form and fulfils the requirements of 4.2 will be accepted. It happens that singles or incomplete teams contact the course coordinator. As a consequence, the course coordinator may (at a later stage) add a student to a team of 4 or move a student from a team of 5 to an incomplete team of 3. All changes involve already enrolled and accepted students. 4.5 Enrolment period closure dates (approximately) Q1: week 32 - 06.08.17 Q2: week 42 - 16.10.17 Q3: week 02 - 08.01.18 Q4: week 13 - 26.03.18

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5. Project planning: Global and detailed

5.1 Global planning

A. Introductory lecture (mandatory) by the course coordinator in the first or second week of Q1. Date + time on Brightspace:Introduces all aspects of the course. Q&A. Discuss your enrolment, proposed team, etc. Find additional team members forQ2-Q4. View docs from earlier projects. If you can't join because of exams or illness, it's ok. Otherwise please join.

B. Project preparation takes a lot of time. You start at least 1 quarter before your kick-off meeting -> ch. 7.

C. Project execution. Each project takes 11 weeks -> ch. 8.

D. Finish the project + assessment. By the end of the project you will present and defend your project results -> ch. 9.

5.2 Detailed planning, meetings and deliverables

This course takes at least 200 hours per student during at least 11 weeks (@2,5-3,5 days per week). Real effort depends onthe topic, the strength of your team and the way you divide the work, the number of meetings etc. There can be very busyperiods. To stay alive in exam periods, you may decide either (1) to block the exam period and work more before and afterthe exam period or (2) to work during weekends or evenings in your exam period. It is advisable to choose option 1. Discussthe options and planning implications with your TUD supervisors.

5.3 Limited time for parallel activitiesYou can follow 1-2 other courses and prepare their deliverables and exams in parallel. Check that you have the requiredtime to work on the project next to these other courses or your student job before you enrol. Do not gamble; if in doubt askthe coordinator. Your teammates have to work harder and the quality of your teamwork may be compromised if you do nothave this time and still decide to join a team. It is very tough to follow a second large project course in parallel. Choose thenext course period if needed.

5.4 How to keep going

Your PVS is set of expectations and assumptions. How your project really unfolds may be different from it. Here are typicalreasons why things go differently and tips on how to manage these deviations.

Team internal relationsTime management is essential. In the first weeks you will discuss a lot. Time flies by before you know it and then suddenlyyour planning sheet contains some flashlights and minor conflicts. This is a common result of team building (social) andfinding common ground (content). Possible solutions are:- Appoint a planner and work with strict deadlines for everyone. Don’t let these deadlines slip (repeatedly) as this may createunnecessary tension in your team.- Use team meetings mainly for brainstorming and decision-making, but not for ‘deep’ working sessions. Divide the workover parallel teams of 2 (or 1 if needed). These smaller teams then prepare draft sections of the eventual text. It is easier toagree on text than on things in your head.- Discuss-decide-act. Use a voting system if you (easily) disagree on things or talk too much.- Questionnaires, data analysis, modelling and interviews of external experts take a lot of time. The planner should monitorthe process and cancel time wasting actions by proposing alternative actions.- Start writing (small or larger sections) from the start of your project. This reduces loss of information, supports decision-making and reduces stress. You can always upgrade the text later on.- Take care of holidays (also abroad if you have a multicultural team) and exam periods.

Customer relations and 'corrective actions'When you work for an external customer, we try to arrange proper coaching by them, starting with a good PVS and accessto resources like data, a room etc. If you experience difficulties with customer coaching like the following:* The customer (or another external party) is not available (internal/external meetings, a protective secretary), shiftsresponsibility to another (busy) colleague and in general not responsive;* He or she is not a content expert, but a(n indecisive) manager unable to connect you with internal experts (if available);* He or she or another staff member may disagree with the way you carry out the research;* Internal departments quarrel with one another or internal studies show up that already did your work, which means thatyou have to change your scope. Then we have solutions:

*Ask for a process meeting with your customer coach;*Discuss these issues with your TUD supervisors or the course coordinator ;*Or invite all your supervisors and the course coordinator for a process meeting. If necessary, the mid-term meeting can alsobe used for this purpose (invite the course coordinator in that case).

5.5 A standard planning scheme

Below is the standard (ideal) planning for this project.

Table 1: Standard planning sheetReady Duration Content, team Preparation Present Documents Invite & send

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Week 1) Meeting 2) (text) 3) docs 4) 5)

Severalmonthsor earlierbeforestart

Start-upmeeting

30 min Team, topic,questions,vision/scope,planning,coaching

Your questions Laptop Partial PVS,email withquestions

Coordinator

Beforekick-offmeeting

1-3discusions

30 min Team/Belbinwrite PVS,meetingschedule,Dropbox

Team/BelbinPVS, meetingschedule,Dropbox/Googledrive (students)

Laptop Belbin test,partial PVS

Coordinator,weekly coaches(if alreadychosen bycoordinator)

1/2 Kick-offmeeting

0-10% 60 min Content,planning

Presentation,rich picture(present), PVS,Project planningsheet

Short PVS, Belbintest docs +team roles,agenda

Coordinator,weeklycoaches,customer coach4)

3-4 Progressmeetings (I)

10-50% 60 min Content, teamdynamics 1),planning

Rich picture(future),progress report,partial chapters

Short Parts ofchapters,agenda,email withquestions

Weeklycoaches

5a Mid-termmeeting(MT)

50% 60 min Section 3.5.3,planning, team,coaching

Writing andpresentation

Yes Report, ppthandout,planningsheet

Weeklycoaches,customer coach

5b Mid-terminterviews

50% 10-15 minperstudent,try to havethem insequence

Section 3.5.3 Make up yourmind

No No Coordinator orstand-in coordinator

6-7 Progressmeetings (II)

50+ % 60 min Content, teamdynamics,planning

Short Progressreport,chapters,planning

Weeklycoaches

8a Green light(GL)

90% 60 min Section 3.5.4,planning

Writing andpresentation

Yes Report, ppthandout,planningsheet

Coordinator,weeklycoaches,customer coach

[8b] Green light+(GL+)

70-90% 60 min Green light+report

Writing andpresentation

Yes Idem,sometimesmeetingreplaced byemailcommentary

10-11 FinalPresentation(FP)

100% 90 min Section 3.5.5,grading

Writing andpresentation

Yes Report, ppthandout,planningsheet

Coordinator,weeklycoaches,customer coach

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Notes:1) Week numbers refer to the week you start, not necessarily to the week of the year or quarter.2) See chapter 6 about meetings, organisation and minimum lead-time for documents.3) If you experience team issues, first discuss these with your team, then with the weekly coaches or the coordinator. Wewill intervene and find a solution, but this will only improve the situation if you are early enough.4) Invite the customer to the KO-. MT-, GL- and FP-meetings. Weekly coaches and the customer don’t see each other inbetween. Without the customer, it is difficult to make agreements, to change things, to improve coaching, to grade your worketc. Skype meetings may seem time-efficient, but the content usually suffers as a result. IT frequently fails as well.5) [Exception] If one of the decision makers cannot attend the MT- or GL-meeting, then you should ask him or her to sendan email with comments to the course coordinator. For the FP-meeting, the coordinator will ask him or her to sendcomments and suggestion for a mark to the course coordinator before the FP-meeting. In case this is received after the FP-meeting, then the final mark will also be given after the FP-meeting. You will receive a range, e.g. 7-8 as a proxy for yourfinal mark.

ExplanationTable 1 contains three blocks: in green project preparation, in blue the analysis module and in orange the design module.In the weeks before the MT-meeting you should work on the following:

Scope the project, make a detailed project planningSystems-actors-problem analysis: Describe and analyse architecture(subsystems, functions, components; e.g. with IDEF), actors, andrelation(ships)Overview of relevant literatureCollect data (qualitative, quantitative)Answer analysis (research) questionsFinish with user requirements, design criteria (and kpi), constraints

And between the mid-term meeting and the GL meeting you should work on this:

Design goal and optimal conditions for the future implementation of thedesign(s)Step-wise work on the design(s) as advised in section 3.2Visualize the design(s) to show their capabilitiesAnswer the design questions, feedback to main research questionWrite conclusions & recommendations and evaluation sectionsPresent the (draft) solution(s)/design(s), and hand in the draft (green-light)report

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6. Meetings

6.1 Meetings with supervisors: You organise meetings and reserve meeting rooms

6.1.1 All meetingsTeam meetings can be held as you like. Meetings with TUD supervisors should be held at either TPM, CEG or3ME. Alternatives locations are the Library or EWI.*You reserve a meeting room with a beamer/screen at least one day before the meeting via one of thesecretariats or service points of CEG (T&P: Priscilla/Dehlaila ), 3mE (TEL: Patty) or TPM (T&L: Betty). Lastminute fixes create a mess, because rooms are scarce then. Your supervisors plan their agenda based on yourinput and don’t have time to run after you or change their agenda on the spot. Do inform your supervisors at leasta day before where the next meeting will be at the earlier agreed date and time. Sometimes the KO-, or MT- orGL- or FP-meeting is at the office of the customer. This depends on the TUD supervisors’ preferences andavailability.Sometimes you have a meeting with one supervisor only. Keep the other one informed as well. A meeting without a (draft) word or ppt document is not productive. If you haven't made sufficient progress in acertain week, then you can skip or reduce the length of the meeting with your TUD supervisors. This should be ateam decision. Regular discussion with these supervisors prevents problems later on, though, in particular a lackof academic foundation. In the beginning of a project, your TUD supervisors need time to understand the caseyou are dealing with, this may be frustrating, as you may get some general, sometimes process-orientedcomments, but later on they will catch-up.A presentation has a higher communication value than a document. It is mandatory for the Kick-off, Mid-term,Green Light and Final Presentation (+/- 20-30 minutes each time).Meetings have an agenda with topics (including team dynamics) and questions to be discussed, planning andprogress, and action points. Email the agenda, the minutes from the previous meeting and mark the document(sections) or tell in your email what has changed, at least 2 days before a progress meeting and 4 days(excluding weekends) before the KO-, MT-, GL- and FP-meeting.Attendance of supervisors: Supervisors should attend the meetings as mentioned. Due to holidays or otherobligations they might miss a date. In case this tends to happen with an external supervisor, ask him/her for asubstitute or aks to send his/her comments or final assessment notes by email to the course coordinator. Discuss planning changes with all your supervisors and if necessary also the course coordinator. Meeting dates,in particular those of the MT-, GL-, and FP-meeting should be set in such a way that you perform best, inparticular in exam periods. It is better to spend more time, then to have a lower mark. Regularly change the positions of the meeting chair (m/f) and secretary (m/f). One of the team members is the primary contact person for the TUD supervisors and another one for thecompany supervisors. Both roles differ somewhat, so be careful if you choose only one person for both.

6.1.2 The Kick-off (KO-) meeting*You invite: Course coordinator (= chairman), external supervisor and TUD supervisors. You send them: PVS,Belbin test (summary).This meeting (1 hour) starts with a presentation based on the PVS and the work you did after you send thisdocument to us.Aims: To get to know each other. To reach an agreement between you, your customer and TUD supervisors aboutthe feasibility of what you proposed in your PVS. You will get an advise on what to change. A new kick-offdocument is usually not necessary, but you can apply the changes in your (progress) report.The meeting will also be used to discuss a summary of your Belbin-test and to agree on a next progress meetingwith your TUD supervisors. You can fix TUD progress meetings a few weeks ahead, but don’t do this with the MT-, GL- or FP-meetings, because there are many variables, which will affect your progress. To manage your owntime, do plan potential dates for these meetings in your own agenda.All team members should be present (unless you ask the course coordinator for permission) and all your coaches

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including the customer coach. A Skype meeting is not advised, because we like to evaluate the customer as well. Try to avoid a situation where - Only one TUD coach is present, as these coaches may not have cooperated before and may not meet or talk very often. It is also possible that one of the weekly coaches is unfamiliar with the course. The coordinator will always try to involve at least one topic expert as coach and another coach who can assist with certain parts of the project (such as evaluation of a design) and has experience with process management. If you can’t find a common meeting date, ask the course coordinator to allow an exception; - The customer coach is not present, because then we loose the option to agree on everything from the start of the project. This may lead to confusion later on. The PVS is your first project document. You don not have to upgrade your PVS after the kick-off meeting, but use the outcome in your developing report. After the kick-off meeting, your preparation is finished. The coordinator regularly updates the team information of all teams on Brightspace. 6.1.3 The Mid-term (MT-) meeting *You invite: External supervisor and TUD supervisors. You send to them: MT report. A mid-term meeting (1 hour) starts with a presentation, followed by a discussion of your Mid-term report. That report should contain a finished analysis module with a list of requirements and design criteria, constraints (and kpi) and an idea and approach for the design. Aim: Measure if you achieved your goals. Prepare: Self-assess content, progress and planning. What did you achieve until now? Are you happy? What are your next steps? Is your final goal achievable in this way? Benchmark: You are halfway. Sometimes you have done less, sometimes more. The first may for instance be due to receiving data too late. Discuss the reasons, as we now have the opportunity to activate the customer. Prepare: Think of what you want to do between the MT- and the GL-meeting and if this is also feasible. Compare: Achievements with plans (original or adapted PVS) and remaining time. Verify alignment of the aims of the TUD and the customer. Check: Are they happy with your results or do they ask for adaptations? Try to find a balance. Use this momentum also to discuss what you expect(ed) from your supervisors (if you are unhappy). Agree on the next steps: Aims and feasibility. a. Discuss what to improve, how and when. Agree with all supervisors about this. b. Make notes of the agreement (what and how to improve) and send these to all supervisors for agreement. c. If they are ok (by email), then you carry out the advice. If not, then you include their comments and repeat step b). Experience shows that this prevents misunderstandings and their consequences.

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In case you are already into the Design, then we will also discuss the following partially:9. Conceptual, functional and (if applicable) technical design;10. Design follows from the design criteria and allows evaluation (clear kpi);11. Description and optimization of relevant technology (such as transport equipment and/or networks, ifapplicable);12. Vision and creativity in solving problems and formulating different solutions;13. Quality of the final design/solution(s): subject knowledge, research and design effort, depth of thinking, well-grounded conclusions and advice;14. Quantification idem: quality of data, verification and validation of tool(s).

Now you know better what to do next and also that this is feasible in the weeks until the GL-meeting.The meeting usually finishes with agreements on the date and time for the next progress meeting with yoursupervisors.The course coordinator does not attend this meeting, in order not to intervene with TUD supervision,unless he is also a weekly supervisor or if he is explicitly asked to join and solve a problem.The course coordinator may advise a team to stop with the project In case of strong underperformance. You cancontinue, but the support by the course coordinator will be reduced to a bare minimum. 6.1.4 The informal mid-term interviews with the course coordinator*You propose: Date(s) and times (around the time of the MT meeting) and email a list with names to the coursecoordinator. The meeting is normally without documents, unless there are serious issues.What: One set of serial meetings of 10-15 minutes each between one team member and the course coordinator(or his substitute). Team dynamics, progress, planning, coaching and content (briefly) will be discussed in aninformal manner.Purpose: To detect hidden issues and solve these. To change the scope or direction of the project. To remove'stalling issues'.

6.1.5 The Green light (GL-) meeting*You invite: Course coordinator, external supervisor and TUD supervisors. The course coordinator always attendsthis meeting as chairman and to reach a decision. You send them: GL report.The meeting (1 hour) starts with a presentation of a summary of the analysis in the MT-report, followed by apresentation of your design and conclusions and an evaluation of your results.Aims: Your Green light report will be discussed, first globally, then page-wise. We will discuss progress anddecide on status (green, yellow or red) and necessary and feasible improvements. You will make minutescontaining a list of improvements and send these for agreement to your supervisors and the course coordinator.Again team issues and coaching can be discussed. Assessment is similar to the MT meeting, but stricter and there is a stop sign if necessary. Table 1 is a summaryof the assessment criteria used in the grading step of the Final Presentation meeting. We have not given a redlight until now, which is a sign that the course meets the level of your pre-education (plus some additionallysuggested/provided methods during the course). It also means that the supervision is good.

Light(issues)

Details % Final mark

1. Green (minor)

Finished Analysis and Design.Evaluation, Conclusions andRecommendations nearlyfinished. Minor editing needed.

90 6-9 or 7 1)

2. Yellow (major)

Finished Analysis. Partial:Design, Evaluation,Conclusions andRecommendations,Appendices. Reporting issues:Structure, language, style,references. Planning is feasible(with adapted goals).

70-90% -

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3. Red (fail)

Analysis and Design unfinished.Systems engineering is notused as base layer or mainmethod. Evaluation,Conclusions,Recommendations missing.Major reporting issues.Additional work not feasible inremaining time-frame.

< 70% No mark

Table 1: Green, yellow and red light Note 1) A project will get a final mark of max 7,0 if it exceeds the planned deadline (PVS) by more then 4 weeks,unless otherwise agreed.

6.1.6 The Green light plus (GL-+) report

If you receive a yellow light, then you have to improve many things. Your improved report is called a green lightplus report. This should be sent to all coaches for assessment and go/no go by email. A new meeting is usuallynot necessary. After a 'go', you can proceed with your final report.-6.1.7 Final Presentation (FP-) meeting*You invite: Course coordinator, external supervisor and TUD supervisors. The course coordinator always attendsthis meeting as chairman and to reach a decision. You send them before the meeting:- FP report as hardcopy (supervisors + course coordinator) and pdf (course coordinator only). It has appendices:PVS, team reflection, background data, tool specific info, data, formulas;- Individual reflections (to all supervisors);- Excel/word logbook (course coordinator only)- TIL5050-12 Grading rubric (to all supervisors) with the request to fill it in before the meeting.*Agenda for the FP-meeting (duration: 1,5 hours):1. Opening by the course coordinator/chairman2. Presentation (20 min)3. First round with general Q&A (20 min)4. Second round more detailed questions Q&A (10 min)5. Open discussion about teamwork (10 min)6. Reflections by the students on all aspects of the course (10 min)7. Break - students leave the room – committee members agree on final mark (10 min)8. Marks given with explanation and if necessary discussion (10 min)9. Closure Aims: Presentation, defence and grading of your work. See agenda. Your final presentation should contain a functional, appealing, convincing and clarifying design; you sell your workhere. Several presenters share the presentation. All team members actively defend the results. If you work for acompany, then you usually have a separate management presentation before or after the FP-meeting. Ask tosave the questions until after the presentation, otherwise you run out of time. Your final report contains an acknowledgement, an executive summary of 5-10 pages and then the main textfollowed by appendices. We do not like to receive documents with the size of a telephone book. Preferred size:80 pages all inclusive. Maximum size: 80 pages main text, 150 pages total. Less is more!

Each team member emails his or her individual reflection individually (so it is not part of the final report) toall persons attending the final presentation. Your teammates do not have access to your reflection, which will bekept anonymously during the meeting. All reflections describe your experience and opinion about content, teamperformance, coaching, the course itself, your learning points and personal achievements, any other things youlike to share and the overall experience. You may be (self-)critical), but never personal.

Send the final report as pdf to all examiners (don’t forget the course coordinator as he reads the digitalversion) at least 4 days before the FP-meeting. Bring the hardcopy the same day if possible to the desk or

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mailbox of those attending the meeting. Don't forget the coordinator on your milk round.

Send a pdf of your logbook to the course coordinator before the FP.2019

7. Preparation

The following activities are necessary

- Contact, discuss and reach an agreement with a commissioner (company, consultancy, government, TUDinternal);

- Meetings with the course coordinator;

- Write a project vision and scope document (PVS);

- Weekly supervision (arranged by the course coordinator);

- The kick-off meeting (arranged by the team i.c.m. the course coordinator and the other invitees).

7.1 Find an interesting and interested commissioner

A suggested way of working as a (partial) team is:1) Vote about area/direction of your project: traffic/planning/policy, logistics internal, -external/freight transport ormore detailed level (facility such as airport or transport mode).2) Have a brainstorm session to make a long list of potential commissioners + reasons why / why not interesting.Check the 'Assignments' folder on Blackboard for a list of potential commissioners.3) Contact these companies/organizations after studying their webinfo, do not ask for problems but offer yourexpertise to improve their business; Use the flyer; Interested? Are issues or questions already available? Whatkind of final product do they want? Vague or concrete? Accept rejections, don't take it personal.4) Check the credibility of your contact person (LinkedIn), the way of dealing with you ("match", previously dealtwith students or external consultants?), practical issues (can they receive you in the planned period, how abouttravel time/accessibility by public transport, language (foreign team), office space, computer facilities), is coachingavailable at research or operational level? A manager may work fine, but a CEO as prime contact is not a goodidea.5) Make a shortlist and contact the course coordinator to choose the best optionThen can also start working on your the PVS (see 7.2).Use the Course flyer to interest potential customers. You can also put the course coordinator as cc in emails ifcustomers ask for more information. Teams consisting only of non-Dutch students will find it very difficult to find commissioners themselves, so try tofind at least one Dutch-speaking student as team member. Choosing a subject that requires a good command ofDutch is also not a good idea. Discuss with the course coordinator to find a solution. A back-up solution is aninternal project with a topic from a lecturer, who will then also become one your coaches (if the course coordinatoragrees).6) Don’t wait until the last moment.

7.1.1 Final choice of commissioner and assignment

Discuss your options and ideas in a meeting with the course coordinator. Together we can make a final choice ofcommissioner, topic and research- and design questions.

7.2. Write a PVS

7.2.1 Purpose

Your PVS is an expression of your intentions and expectations based on what you can collect in a limitedamount of time. It reflects team consensus and helps to convince your supervisors and the course coordinatorthat you are serious about an assignment and that it is interesting (science, practice) and feasible in the 10-11weeks. A PVS is about 20 pages.The PVS will be discussed and accepted in the kick-off meeting. Sometimes we ask for some changes inorder to guarantee feasibility (goal, scope, questions).

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7.2 When to start with the PVS and when it should be ready

You write a PVS in the quarter before you start the actual project. This ensures that you can start on time. Youmay use the coordinator and the coaching team to discuss the PVS in an informal meeting. This may benecessary if you or your coaches are uncertain about the quality of the PVS (direction/scope, ambition levelversus level of pre-knowledge, etc.).If you finish your PVS after the formal start of the course quarter, then your project also starts and finishes later.

7.3 For whom: the course coordinator and all coaches

The final draft version of the PVS is sent to the course coordinator 1-2 weeks before the kick-off meeting. If hegives his ok, then you can organize a kick-off meeting. Otherwise you have to revise it.

7.4 Content of a PVS with explanation

Give your team/project a name. *Scope: Your topic should be in the area of traffic-, transport- or logistics engineering. A PVS is based on the information you could collect until the kick-off meeting. It is incomplete and contains a setof assumptions; things will change. Where the word 'company' is used, you can also read 'organisation'. *Practice and scienceA Design Project may deal with very practical problems, but not by cutting corners as practiced by someconsultancies. The approach should meet the academic assessment criteria (see the assessment page). Current state analysis*Objectives of your project; problem definition; research questions.*Problem: A gap between what is and should/could be. What is the nature and root cause of the problem(s)?A conceptual analysis helps to identify the factors that created the problem and keep it in place.Rich pictures and IDEF0 diagrams are useful tools to deal with this. *Context analysis: E.g., in what market is the company active? What are main competitors? How does theproblem relate to other problems? What is the business policy regarding transport and logistics? In case of agovernment, similar questions can be asked about policy fields or -agendas. *Stakeholder analysis: What are the main actors and their interests? What is the problem or challenge accordingto whom? Are there more problems; is a ranking possible? How are the stakeholders related? Who shareinterests or visions, or disagree and why? You can use power-interest diagrams and -analysis based on literaturereferences or interviews for this. Future state analysis*Design goals: Fills the gap between current state (with problem) and future state (with smaller or no problem).What do you want to achieve and how? Design questions are related to the product you want to deliver. Whatmethods do you want to use to make that product? *Technical perspective: You graduate at a technical university. This implies that your topic should include atechnical application or perspective. Projects with a purely managerial, financial or economic topic do not fit in thiscourse. The course coordinator will help you to refocus if necessary. *Methodology and tools for analysis and designA project starts with the problem (requirements), not with the solution (tools).Suggest a set of methods with systems engineering as base layer. Give arguments for your choice. Research anddesign usually ask for different methods.Don’t propose tools you are not comfortable with or like to learn. There is limited time to learn new content, butyou can surely improve on what you already have learned.*Frequently used in logistic projects are inventory optimisation, process analysis (workload and touch times,equipment), lean six sigma, calculation or simulation tools.

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*In traffic engineering you can find demand analysis, demand management, traffic counts, calculation, modelingor simulation.*Tools to redesign transport-related buildings include traffic/crowd flow analysis, queuing models, sketches andcalculation models.*Tools used in spatial redesign include sketches and simple calculations. A Design project is not a free opportunity to develop a tool or to become an expert in tool developmentA tool is a means to help the customer reduce or solve the problem(s) stated in the PVS.Tools like modeling or simulation require a lot of experience and time. Be careful not to use a tool that only 1 teammember is familiar with. A model is not a black box. Use a tool that the coaches and customer understand and thelatter can use in practice. Always reserve the option to use a qualitative method (MCA) or a combination of quali- and quantitativemethods (MCBA, other).Do not suggest a tool because you mastered it to some extent in an earlier course, or because it isfreely available or suggested by other students and then start looking for a problem. Tools used to analyzeproblems in another domain (like traffic engineering) are in most cases not suitable for logistic or freight transportproblems (and vice versa).If you want to design a product that is based on some software check if the company is able or willing to use thesame software as well. If they suggest that you use a tool (e.g. simulation), don’t take that as given, but firstcarry out your own problem analysis and then choose a tool.*Data requirementsSpecify expected data needs and potential data sources. Sometimes companies hardly collect data, othercompanies collect a lot of data, but not what is needed, others have a lot of data, but lack the time to analyse it,still others have an internal data expert able to help you. If reliable quantitative data is not available (on time),then you have to collect it yourself or choose a qualitative approach. *Include references to (scientific) literature (if already available). *Earlier group projects related with the domain of this project. *Reference projects from the literature in other regions or countries to compare and learn from. *Deliverables (report, advice, other). *Planning diagram for the whole period with reservations for exams or holidays. *Contact data of the weekly coaches, the customer coach, the course coordinator and you (with student numbersand mobile phone numbers). *The team’s contact persons for the coordinator and for the company (or agency).

7.5 Major changes to the PVS (exceptional cases)

Major changes of the project, which make the PVS ineffective after the kick-off, should be discussed with thecourse coordinator. Such changes are for instance a change of main research and or design questions and theplanned product or outcomes. It is not acceptable to skip the development of a design fully or partially unlessspecial circumstances demand so and the course coordinator explicitly agrees with this. Do not wait until it is toolate to discuss such changes. The mid-term (MT-) meeting or –interviews are not the right moment to discoverthis.

The main methodological ‘umbrella’ is always a systems engineering method. This allows transparency of theprocess and the outcomes of the project. A transparent methodology also provides opportunities for follow-upprojects.

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7.6 Meetings with the course coordinator

1. Arrange start-up and discussion meetings: The students and coordinator can meet for informal meetingsand finally, a start-up meeting in which your questions can be addressed. If you already have something onpaper, bring it with you or email it. Decisions are made, if possible, regarding an assignment and'customer'. If so, you can start with the PVS or finalize it. If not, then the search continues. You continuewith the PVS after the meeting. Teams may contact the coordinator, specialist teachers, (after coachingteam is chosen by the course coordinator) with the weekly coaches, and (if available) the customer coachto discuss the case idea or a draft PVS. You can mention that a lecturer is interested, but the coordinatorwill ask him or her to join the coaching team.

2. Final choices: Acceptance is case dependent. Depends on content and balance between practice andacademics. Also depends on your level of pre-knowledge. Available coaching expertise may play a role aswell.

7.7 Weekly supervision

You need supervision from 2 sides: By the commissioner and by the TUD.

TUD supervisors: The course coordinator chooses a coaching team of 2 weekly supervisors. The supervisors arefrom 2 of the 3 TIL faculties. The supervisors are usually assistent professor/lecturer. By exception a full professoris willing to supervise, but likely on a bi-weekly basis.

A customer chooses its coaches independently.

7.8 The kick-off and other meetings

> GOTO 6. .. meetings.

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8. Execution 8.1 Project dimensions and preferred way of working Your project is comparable to one full-time MSc thesis project. It offers a solid preparation for it. In an external assignment you will also experience the challenges of a future job. Your work should fulfil academic standards: 1. Generic requirements: Motivate any (problem) statement, research or design question, reasoning, conclusion, recommendation or (popular) summary. Support it by theories, methods and data; 2. Rich toolkit: Apply knowledge, experience and tools from all relevant TIL- and BSc courses (which you have passed); 3. Scientific independence: Your work is not a co-production with the customer. You are an advisor, not part of their staff. Their requirements may differ from those of TUD. Most customers aim at practical results. They may understand that a solid scientific foundation of these results is needed, but may not be familiar with theories, tools and their application. Your final design may also differ from what the customer initially expected. Your task is to convince him or her with good arguments as you proceed, like you have to convince us. Your final product is a balance between their and our requirements, but the TUD ultimately determines your mark; 4. A critical approach: A good advisor is always positively critical; 5. Innovative solutions: Think out of the box and develop a design that improves their business and prevents illogical, expensive or otherwise counterproductive decisions. Always include a do nothing option and use sensitivity analysis to test the robustness of your qualitative and quantitative results. The course differs from other courses: In a standard course the lecturer chooses topics, direction, scope, methods, application, (exam, allowed answers), 1-2 persons grade your work; a onesided affair. In this course you decide on topic, direction, scope, methods, applications, (no exam), 4-5 persons grade your work. Supervisors do not choose, but advise you during the process. Some advises may be stronger than others, to prevent real errors. 8.2 Systems engineering and research process The TIL Design project should fit into the systems engineering framework (see chapter 3). An advice on how to set-up your research process can be found here (scheme Dr. Beelaerts). 8.3 Literature review A review of the literature helps to understand the size and significance of the problem (is it a more general issue?) and how to find direction and scope your project; - to learn from professionals dealing with a similar research challenge; - to identify a research gap; - to find out how your project could help to reduce this research gap (what kind of solutions can you offer?, how to find the most effective one?); - to choose suitable theories and develop conceptual frameworks and hypotheses; - to use proper definitions and terms; - to make a motivated choice of methods (qualitative, quantitative, simple, more complex?) and required data. See also http://guides.library.harvard.edu/literaturereview. 8.4 Working in teams A team is a group of people working together to reach a common goal. Of course you have worked in teams before. This is useful, but not sufficient, because cooperation in an IP is more intense than in other projects. Teamwork is also assessed. It is easier when you have worked with the same team members before, but usually there are a few unfamiliar ones. Working in a team is different from working on your own. A basic understanding of psychology is necessary to understand that while you are challenged by the content, you also go through the 4 phases of team formation. See Appendix C. 8.4.1 Do a Belbin test To make this experience more enjoyable and efficient at the same time, it is important to recognize,

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accept and balance each other’s strengths and weaknesses. A Belbin-test (see Appendix A) helps you to better understand your individual characters and motivators of your team members. Here is a tool to carry it out. Discuss the results in your team to divide the team roles. Staying in your preferred role(s) means that you feel most competent. But, you will also miss the opportunity to step out of your comfort zone and have new experiences. A bit of experimentation with roles is not bad as long as it does not compromise your team success. It may help to raise your self-awareness and confidence, personal effectiveness, identify talents, aid decision-making etc. Make a list with personal challenges and realise some of them in the project. Discuss a summary of the Belbin test results with your supervisors in the kick-off meeting. This also helps to socialize a bit with your supervisors. The Belbin-test is a tool, not the final truth and you will also experience that the results differ over time. You develop over time and so will your needs and capabilities. 8.4.2 Team tips Diversity and goal orientation Diversity usually goes along with a critical approach, which is good to prevent ‘group thinking’ and forgetting the world around you. Being too critical makes it difficult to find common ground, though. Leadership and sharing the workload Team leadership is a challenge, because you are equals. There is no real leader, unless one of you has the typical leader character and/or you decide to appoint a project leader. If nobody steps forward, you could choose an acceptable teammate as leader. Never appoint someone who is indecisive and afraid to make decisions. Usually you have peer leadership. Then you very regularly discuss and negotiate, which may take a lot of time, especially in the beginning of the project. A typical challenge in teams is how to distribute responsibilities and monitor individual contributions: too many hands lead to inefficiencies, laziness, lower responsiveness and lack of responsibility. To avoid this, clarify roles and responsibilities, and work in small teams (2 students) to find consensus and progress with smaller tasks. The result can then later on be discussed in a full team meeting. For interviews, 2 students are usually sufficient, if the whole team shares in the preparation. For meetings with supervisors, it is usually better to be with more students, especially if you want to discuss all topics you are working on (in parallel). Logbook Finally, keep a logbook of 1-2 pages (a word or excel table and finally a pdf for the course coordinator) to record operational decisions, division of tasks and their fulfilment during your project. In this logbook your individual input to the project should be visible. It also improves your decisionmaking and helps you to evaluate your teamwork and to write your reflections. The course coordinator also uses the logbook, next to other information, to see whether a common mark is justified based on the division of work. 8.4.3 Collaboration tips Collaboration means that every team member is actively involved in the team work. Don’t act task-oriented and selfish. Define and divide team member roles, choose a leadership “model”. Be reliable. Have a positive attitude and energy. Offer help to other team members when you feel the necessity or asked to. Share information. Have a fair share in writing and presentation. Listen to your fellow team members. Clarify goals, find common ground, decide and organize, follow-up on action points. Do not disagree constantly, dig yourself in, and postpone decisions. Be available. Don’t build up frustrations. Make fair decisions. 8.4.4 (Prevent) negative team dynamics Start your project with a social event, like a dinner or drink. Organise small social events throughout the project. If negative things happen (for instance: missing deadlines or underperformance because of other obligations), discuss these and act to remove them (for instance: adjust agreements and planning, warn someone, etc.) and do not to wait until your supervisors or the coordinator (in the mid-term interviews) become aware of it. Then it may be too late to intervene and change the atmosphere. If team discussions stall, contact your supervisors and/or the coordinator and find a reasonable solution. Discussing team dynamics regularly is good to understand why your team workers behave as they do and makes

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it easier to influence their behaviour in the ‘preferred’ direction. Not solving a problem will negatively influence your results and planning. An ultimate consequence may be a lower mark for content and teamwork. Be careful with individual responsibilities and expectations. If you expect too much from others, you will become frustrated and overstressed. Be realistic and discuss your individual expectations right from the start. 8.4.5 Communication Inform all your team members very regularly, prevent subgroups in your team and stay in contact with your supervisors. Provide your TUD supervisors with (largely) the same information as your coach in the company or government agency, but be careful with confidential company data. Invite all involved in meetings according to the agreed planning schedule. > 8.5 Deliverables / reports Start writing as early as possible. Divide the writing task among your team members and appoint a report editor to manage the process and prevent multiple versions in circulation. A main text has a clear red line. It explains why you did what and the key results. How you did things is usually part of an appendix. An appendix should contain the variables, key statistics of a dataset, the way you carried out an MCA, etc. Do not include endless pages with tables with data or code. In case of interviews (+ who, where, when), present the main conclusions in the main text and use a separate appendix for a 1-page summary of each interview. You can make a longer summary for your own purposes. The longer you make a report, the smaller the chance that it is fully read and understood by those who will grade it. Your mark will not be higher if you write more pages. It only costs you more time. Give each document a distinctive title and version number, not simply “report“ as this is very confusing. Use for instance “IP Nice.nl progress report 3”. Include a front page, version- and page numbers in each document. Check readability of fonts used everywhere; use A3 for large diagrams. 8.6 Project archive and logbook Use Dropbox, Google drive [1] or similar as project archive for: 1. Contacts: Contact data from your PVS. Never store personal documents like scanned passports in a cloud. Identity fraud is a serious business. 2. A logbook. Who does what when where? Result of actions. Take care of absentees. 3. Short (internal) progress reports - Plans and deliverables; - Status, planning, difficulties and possible adjustment of planning; - Team dynamics. 4. Meetings: List of meetings and minutes. 5. Content documents, like: - Active documents with intermediary results; - Diagrammes, sketches, calculations, simulation models, literature, etc.; - References to non-digital documents. > 8.7 Coaching staff 8.7.1 What to expect from coaching In this project you have considerable freedom. Weekly coaching prevents unnecessary side steps, helps you with specific content (literature, methods, customer data) and smoothens the process. In 99% of cases, students and we were more than satisfied with the support by a customer coach. The course coordinator chooses the TUD coaches carefully. Nearly all of them have experience with this course and at least one of them is expert in the field you are working in. You may receive different/contradictory advices and comments from all your coaches, because of different interests, backgrounds, perspectives and opinions. TUD coaches do not have the company knowledge of your customer coach. This may be confusing. It is something you will soon get used to when you start working professionally. Don’t complain, but make your own choices based on solid arguments. It is your project.

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The way your coaches approach coaching and the requirements discussed in this document may differ to some extent from the written text. In case of doubt, the Course manual is decisive. 8.7.2 How to treat your TUD coaches Each project has a team of two teachers from TPM, CEG or 3ME. Schedule appointments according to the advice in Project Planning (see Section 5). Both coaches should attend progress meetings. This is not always possible due to holidays, non-working days, part-time contracts or other obligations. Then you meet them separately by exception. Always include both coaches in your emails. They do not meet regularly to discuss your progress. Documents are always ‘dated’ when you discuss them with your coaches. Your coaches have limited time for coaching. They will read the necessary information, if they receive your documents on time. Do not exceed agreed reporting/emailing deadlines. Clearly mark the changes in your reports. Put temporary questions in your report (as ‘comments’) to guide the discussion. 8.7.3 Regular TUD coaches: Invited by the coordinator All coaches are chosen by the course coordinator. 2 weekly supervisors from 2 different departments participating in the MSc TIL program are needed: - (Passenger transport & traffic, spatial planning, environment, evaluation methods) dr. Jan Anne Annema, TPM T&L B31-a3.230, 015 27 88912, J.A.Annema@tudelft.nl; - (Logistics, air transport, automotive, operations management) dr. Wouter Beelaerts van Blokland, 3mE M&TT B34-B-4-290, 015 27 86680, W.W.A.BeelaertsvanBlokland@tudelft.nl; - (Logistics, simulation, modelling) ir. Mark Duinkerken, 3mE M&TT B34-B-3-.., 015-27 81790, M.B.Duinkerken@tudelft.nl. - (Engineering, traffic & transport networks, operations (in particular air & rail), future of transport, environment) dr.ir. Milan Janic, CEG, T&P 4.27, 015 27 87899, m.janic@tudelft.nl; - (Logistics & freight transport, passenger-, public transport, spatial planning, environment, economics, management & organisation, IT) dr. Jaap Vleugel, CEG T&P 4.27, 015 27 86487, j.m.vleugel@tudelft.nl. Special (bi-)weekly coaches - (IT & eng.) dr. ir. Yusong Pang, 3mE M&TT B34-B-3-310, 015 27 88685, Y.Pang@tudel@.nl; - (Materials eng.) dr. ir. Xiaoli Jiang, 3mE M&TT B34-B-3-320, 015 27 88511, X.Jiang@tudelft.nl. Course coordinator and chairman of the KO-, (MT-), GL- and FP-meetings is dr. Jaap Vleugel. MT-interviews/stand-in If Jaap Vleugel is weekly coach, then John Baggen will have the MT-interviews with that team. Due to JB’s overwhelming agenda, he will not be involved any further. Visit him to make an appointment for these interviews. Emails usually create mishaps. If both are coaching, then the course coordinator will ask another colleague to have these meetings with you. [1] Do not share these clouds with your coaches. Send them emails with reports instead. When the project is finished and graded, remove all data from the cloud and delete the box or group.

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9. Assessment and grading

9.1 Purpose There is formative and summative assessment. Formative assessment is what you receive (bi-) weekly from yoursupervisors: Advice to challenge you and support your learning process. Summative assessment is the classicalqualitative and quantitative assessment, which leads to your mark. In the progress and the MT-meetings we discuss and monitor progress, adapt coaching and intervene whenrequired. Formative- and partial summative assessment take place during the GL- meeting. Summative-onlyassessment is reserved for the FP-meeting.

9.2 Assessment criteriaThe assessment is based on Table 1.

9.3 Regulations concerning marks

Final markYou leave the meeting room for about 15 minutes close to the end of the FP-meeting. In this break the lecturersand customer coach discuss your mark based on the criteria and weighting. The final mark is a weighted averageof the submarks given for each of the 5 categories. The mark reflects consensus among the assessors. But, it is the coordinator who has the last word, aftercarefully weighing all the arguments given by the other members of the examination team. When you are called back into the room, you will receive the marks with a detailed explanation by thecoordinator. Marks are given as full or half points. To pass the course, your mark should be at least 6. A lower mark meansthat you have to carry out an individual assignment directly after the course in an agreed period of time. Or youhave to repeat the course in the next quarter.

Exceptional caseIf we receive any signal or prove (e.g. from your Logbook) that one of you contributed much less or more than theteam average, then we may give him or her a different mark with a motivation. This does not relate to leaves orholidays discussed with and agreed by the course coordinator. You can internally decide how to compensatethese events.

Discussion about the mark in the FP-meetingA summative assessment is one-sided, which means that the mark is not based on self-assessment. You mayobject to the motivation during the FP-meeting. We will then discuss your arguments. We will only acceptarguments that concern your work and coaching. The amount of time spent is not relevant, because all teamsspend a similar amount of time on the project. The impact of this mark on your average mark for all courses isalso irrelevant. If there are major reasons to question the mark, then the following procedure starts: The mark is suspended.The course coordinator and the TIL Programme Coordinator will re-evaluate your report, using all the mentionedcriteria and comments given by the assessment team in full depth. This procedure may take up to two weeks. Asa result, any of the submarks may either by increased or lowered, with subsequent consequences for the finalmark.

No discussion after the FP-meetingThe mark is final after the FP-meeting. None of the lecturers involved in the FP-meeting shall discuss the mark orits motivation, either in person or by other means. Nothing discussed during the interval in which the grade isdetermined shall be made public by any of the members of the assessment committee. Should this happen, thenthis particular information cannot be used later on. In case you still want to object to a given mark, you are free to go to the Board of Appeal for the Exams. In thatcase, the standard time frame is applicable.

9.4 Ethics: Unacceptable behaviour (concerning the mark)If the coordinator experiences non-acceptable behaviour in any form or by any means during the project, then hewill send a complaint to the Exam Committee and the Committee for Ethics. Examples of such behaviour are:

2928

Behaviour that he considers as intimidating, agressive or a lack of respect for his authority;A request which asks the coordinator to reconsider and change the mark after the FP-meeting; this isconsidered as unethical behaviour.

Below is the grading form, that will be filled in by the course coordinator and emailed to you after the meeting.Your mark will also be entered swiftly in OSIRIS. 9.5 Assessment tableMarks are determined by the supervisors attending the FP. They use the TIL5050-12 grading rubric as a basis fortheir assessment. The coordinator visits the major project meetings. He can judge if a mark is justified given themarks given to comparable projects. He has the final say about the mark.All marks will be entered in OSIRIS usually the same day, unless we have to wait for the assessment by a notattending in- or external supervisor.An assessment table will be made based on the grading rubric. It will be sent to the team after the meeting. Thecolumn Remarks is also very useful for your graduation projects.

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Staff and SupportDr. Jaap Vleugel

Email: j.m.vleugel@tudelft.nlWork Phone: 015-278.6487Office Location: CEG/CiTG 4.27Office Hours: Appointments.

!"#$%&'()*)+&(&*,

The course coordinator is the one stop shop for the course; the orchestrator. This job includes:- Multi-media information: Course manual, Brightspace, TIL website, Course base, Dispuut Verkeer;- All non-legal procedures: enrolment, team formation, coaching, planning;- Monitoring: MT-interviews, other;- Intervention in case of team issues;- Weekly coaching;- Chairman: KO-, MT- (if weekly coach), GL-, FP-meetings;- Assessment: GL/GL+ and FP-meeting;- Administration of grades (OSIRIS); archiving of meeting notes and FP-reports;- Account management (customers in business and government);- Communication with faculty coordinators;- Quality management and course development (discussions with teachers, students, OC Focus);- Communication with the Director of Education of MSc TIL;- Communication with the Board of Appeal for the Exams and the Exam Committee.

Replace this image with your Course Staff Member Image

Staff element name

Email: Work Phone: Office Location: Office Hours:

Short description of the role of the staff element in the course and / or university.

Brightspace Support Icon

Email: brightspace@tudelft.nl Work Phone: +31 (0)15 27 84333

Problems with Brightspace or other TU Delft tools? Contact Brightspace Support.

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The Belbin Test

For assessing team roles

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This version of the Belbin test has been taken from Teambuilding by Alistair Fraser and Suzanne Neville: The Industrial Society 1993.

Self Perception Inventory

To complete each section of this inventory, tick in the far left hand column the one, two or three sentences most applicable to yourself. Then in the column on the right, apportion 10 points between those sentences that apply to you: one of which you feel sums you up well while the other only applies some of the time. In this instance you could give your first choice seven points and the remaining points to your second choice. In some instances you might decide that there are two sentences which apply to you equally - if this is the case, award five points to each. You must allocate all 10 points in each section.

SECTION A

WHEN INVOLVED IN A PROJECT WITH OTHER PEOPLE:

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SECTION B

IN SEEKING SATISFACTION THROUGH MY WORK:

SECTION C

WHEN THE TEAM IS TRYING TO SOLVE A PARTICULARLY COMPLEX PROBLEM:

3433

SECTION D

IN CARRYING OUT MY DAY-TO-DAY WORK:

SECTION E IF I AM SUDDENLY GIVEN A DIFFICULT TASK WITH LIMITED TIME AND UNFAMILIAR PEOPLE:

3534

SECTION F

WHEN SUDDENLY ASKED TO CONSIDER A NEW PROJECT:

SECTION G IN CONTRIBUTING TO GROUP PROJECTS IN GENERAL:

3635

Scoring Key for Self Perception Inventory

Transfer your points allocation from the seven sections of the Self Perception Inventory to the appropriate boxes below. The pre-printed numbers in the grid refer to the question numbers of each section. For example if for Section A you scored seven points for question 6 and three points for question 1, you would allocate them in the columns RI and IMP respectively.

Once you have allocated all your points, total each column. The highest two totals represent your primary and secondary preferred team roles.

3736

The Belbin team Roles

The personal skill inventory identifies eight team roles which are described below. There is also another team role called the Specialist which is not identified in the questionnaire. SH Shaper Characteristics Highly strung, outgoing, dynamic. Shapers are highly motivated people with a lot of nervous energy and a great need for achievement. Often they seem to be aggressive extroverts with strong drive. Shapers like to challenge, to lead and to push others into action - and to win. If obstacles arise, they will find a way round - but can be headstrong and emotional in response to any form of disappointment or frustration. Shapers can handle and even thrive on confrontation. Function Shapers generally make good managers because they generate action and thrive on pressure. They are excellent at sparking life into a team and are very useful in groups where political complications are apt to slow things down. Shapers are inclined to rise above problems of this kind and forge ahead regardless. They like making necessary changes and do not mind taking unpopular decisions. As the name implies, they try to impose some shape and pattern on group discussion or activities. They are probably the most effective members of a team in guaranteeing positive action. Strengths Drive and a readiness to challenge inertia, ineffectiveness, complacency or self-deception. Allowable Weaknesses Prone to provocation, irritation and impatience, and a tendency to offend others.

3837

PL Plant Characteristics Individualistic, serious-minded, unorthodox. Plants are innovators and inventors and can be highly creative. They provide the seeds and ideas from which major developments spring. Usually they prefer to operate by themselves at some distance from the other members of the team, using their imagination and often working in an unorthodox way. They tend to be introverted and react strongly to criticism and praise. Their ideas may often be radical and may lack practical constraint. They are independent, clever and original and may be weak in communicating with other people on a different wave-length. Function The main use of a Plant is to generate new proposals and to solve complex problems. Plants are often needed in the initial stages of a project or when a project is failing to progress. Plants have often made their marks as founders of companies or as originators of new products. Too many Plants in one organisation, however, may be counter-productive as they tend to spend their time reinforcing their own ideas and engaging each other in combat. Strengths Genius, imagination, intellect, knowledge. Allowable Weaknesses Up in the clouds, inclined to disregard practical details or protocol.

3938

CO Co-ordinator Characteristics Calm, self-confident, controlled. The distinguishing feature of Co-ordinators is their ability to cause others to work to shared goals. Mature, trusting and confident, they delegate readily. In interpersonal relations they are quick to spot individual talents and to use them to pursue group objectives. While Co-ordinators are not necessarily the cleverest members of a team, they have a broad and worldly outlook and generally command respect. Function Co-ordinators are useful people to have in charge of a team with diverse skills and personal characteristics. They perform better in dealing with colleagues of near or equal rank than in directing junior subordinates. Their motto might well be “consultation with control” and they usually believe in tackling problems calmly. In some organisations, Co-ordinators are inclined to clash with Shapers due to their contrasting management styles. Strengths Welcome all potential contributors on their merits and without prejudice, but without ever losing sight of the main objective. Allowable Weaknesses No pretensions as regards intellectual or creative ability.

4039

ME Monitor Evaluator Characteristics Sober, unemotional, prudent. Monitor Evaluators are serious-minded, prudent individuals with a built-in immunity from being over-enthusiastic. They are slow deciders who prefer to think things over - usually with a high critical thinking ability. Good Monitor Evaluators have a capacity for shrewd judgements that take all factors into account and seldom give bad advice. Function Monitor Evaluators are at home when analysing problems and evaluating ideas and suggestions. They are very good at weighing up the pro’s and con’s of options and to outsiders seem dry, boring or even over-critical. Some people are surprised that they become managers. Nevertheless, many Monitor Evaluators occupy key planning and strategic posts and thrive in high-level appointments where a relatively small number of decisions carry major consequences. Strengths Judgement, discretion, hard-headedness. Allowable Weaknesses Lack of inspiration or the ability to motivate others.

4140

RI Resource Investigator Characteristics Extroverted, enthusiastic, curious, communicative. Resource Investigators are good communicators both inside and outside the organisation. They are natural negotiators, adept at exploring new opportunities and developing contacts. Although not necessarily a great source of original ideas, they are quick to pick up other people’s ideas and build on them. They are skilled at finding out what is available and what can be done, and usually get a warm welcome because of their outgoing nature. Resource Investigators have relaxed personalities with a strong inquisitive sense and a readiness to see the possibilities of anything new. However, unless they remain stimulated by others, their enthusiasm rapidly fades. Function Resource Investigators are quick to open up and exploit opportunities. They have an ability to think on their feet and to probe others for information. They are the best people to set up external contacts, to search for resources outside the group, and to carry out any negotiations that may be involved. Strengths A capacity for finding useful people and promising ideas or opportunities, and a general source of vitality. Allowable Weaknesses Liable to lose interest once the initial fascination has passed.

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IMP Implementer Characteristics Implementers are well organised, enjoy routine, and have a practical common-sense and selfdiscipline. They favour hard work and tackle problems in a systematic fashion. On a wider front they hold unswerving loyalty to the organisation and are less concerned with the pursuit of selfinterest. However, Implementers may find difficulty in coping with new situations. Function Implementers are useful because of their reliability and capacity for application. They succeed because they have a sense of what is feasible and relevant. It is said that many executives only do the jobs they wish to do and neglect those tasks which they find distasteful. By contrast, Implementers will do what needs to be done. Good Implementers often progress to high management positions by virtue of good organisational skills and efficiency in dealing with all necessary work. Strengths Organising ability, practical common sense, hard working, self-discipline. Allowable Weaknesses Lack of flexibility, resistance to unproven ideas.

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TW Team Worker Characteristics Socially oriented, rather mild and sensitive. Team Workers are the most supportive members of a team. They are mild, sociable and concerned about others with a great capacity for flexibility and adapting to different situations and people. Team Workers are perceptive and diplomatic. They are good listeners and are generally popular members of a group. They cope less well with pressure or situations involving the need for confrontation. Function The role of the Team Worker is to prevent interpersonal problems within a team and allow everyone to contribute effectively. Since they don’t like friction, they will go to great lengths to avoid it. The diplomatic and perceptive skills of a Team Worker become real assets, especially under a managerial regime where conflicts are liable to arise or to be artificially suppressed. Team Worker managers are seen as a threat to no one and therefore can be elected as the most accepted and favoured people to serve under. Team Workers have a lubricating effect on teams. Morale is better and people seem to co-operate better when they are around. Strengths Ability to respond to people and situations and to promote team spirit. Allowable Weaknesses Indecision at moments of crisis and some failure to provide a clear lead to others.

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Specialist Characteristics Professional, self-starting, dedicated. Specialists are dedicated individuals who pride themselves on acquiring technical skills and specialist knowledge. Their priorities are to maintain professional standards and advance their own subject. While they show great pride in their own work, they usually lack interest in other people’s work, and even in other people themselves. Eventually, the Specialist becomes the expert by sheer commitment along a narrow front. Few possess the single-mindedness, dedication and aptitude to become a first-class Specialist. Function Specialists play an indispensable part in some teams, for they provide the rare skill upon which the organisation’s service or product is based. As managers, they command support because they know more about their subject than anyone else and can usually be called upon to make decisions based on in-depth experience. Strengths Provide knowledge or technical skills in rare supply. Allowable Weaknesses Contribute only on a narrow front.

4544

CF Completer-Finisher Characteristics Painstaking, orderly, conscientious, anxious. Completers, or Completer-Finishers, have a great capacity for follow-through and attention to detail, and seldom start what they cannot finish. They are motivated by internal anxiety, although outwardly they may appear unruffled. Typically, they are introverts who don’t need much external stimulus or incentive. Completer-Finishers dislike carelessness and are intolerant of those with a casual disposition. Reluctant to delegate, they prefer to tackle all tasks themselves. Function Completer-Finishers are invaluable where tasks demand close concentration and a high degree of accuracy. They foster a sense of urgency within a team and are good at meeting schedules. In management, they excel by the high standards to which they aspire, and by their concern for precision, attention to detail and follow-through. Strengths A capacity for fulfilling their promises and working to the highest standards. Allowable Weaknesses A tendency to worry about small things and a reluctance to “let go”.

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TIL 5050-12 TIL DESIGN PROJECT 2018-2019 Enrolment step 2: Request for participation

[Please fill in all the gray boxes]

May 2018 v.1 Page 1 of 2

Requirements (all 3 fulfilled, non-negotiable): (1) You have finished TIL4030-16 successfully; (2) You have at least 45 credits four weeks before the first day of the educational period in which the project will commence; (3) Your enrolment form should be accepted four weeks before day 1 of the course quarter. Project operations in period: � Q1 � Q2 �Q3 � Q4 Q1 project: Preparations like finding a company+topic and team formation are finished before July 1. Enrolment forms should be accepted by August 10. PVS is sent to the coordinator + supervisors 1 week before a kick-off meeting. Draft versions can be discussed with the course coordinator. Q2-Q4 project: Preparations always start 1 quarter before the course operations quarter. Questions: Email coordinator or make an appointment. Do this before you fill in this form (completely). Read the Course manual on Brightspace before you start any preparation.

Surname, name: Student number: E-mail: Mobile: 06-……………….... Date of BSc diploma ………-……..-201...

R 1: TIL4030-14 or TIL4030-16 (2016-): Yes/No R 2: 45 EC: Yes/No I declare that all data I filled in is correct on the date mentioned below: D/M/Y ………../………../201…..

Signature

� Project preferences (from Blackboard ‘Assignments’ or your own idea(s)): 1: ...…………………………………………………………………………………………………………………………… 2: ……………………………………………………………………………………………………………………………... 3: .…………………………………………………………………………………………………………………………….. 4: .…………………………………………………………………………………………………………………………….. 5: .……………………………………………………………………………………………………………………………..

Please continue on other side

My bachelor degree is from TIL Specialisation � TUD Technische Bestuurskunde � Policy � TUD Civiele Techniek � TUD Werktuigbouwkunde � Design � TUD Bouwkunde � TUD Luchtvaart- en Ruimtevaarttechniek � Operations � TUD other: ………………… � (external) ………………………………………………………..…. University/Programme: …………………………………………..…. Country of birth: ……………………………………………………………….

� Engineering

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TIL 5050-12 TIL DESIGN PROJECT 2018-2019 Enrolment step 2: Request for participation

[Please fill in all the gray boxes]

May 2018 v.1 Page 2 of 2

Reason(s) for following TIL5050-12 project in the requested period: � Study planning � Interesting idea for subject � Already found one or more interesting companies and topics � Other, ………………………………………………………………………………………………………………………………… .………………………………………………………………………………………………………................................... Special comments (looking for team members, (do not) want to cooperate with etc.): ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Proposed team � I like to enroll with the following students and if the course coordinator agrees to work as a team (5 students max): Student number Student name, surname TIL specialization (if possible 1 of each in the

team) 1. 2. 3. 4.

All proposed team members should fulfill the requirements on the date of signature, which is at least 4 weeks before the first week of the project operations quarter. Please email to j.m.vleugel@tudelft.nl or bring it to CEG room 4.27. Thanks!

47

Home Library Organizational Behaviour Team Building

Team Development - Meaning, Stages and Forming an Effective Team

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Team Development - Meaning, Stages and Forming an EffectiveTeam

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Teams are becoming a key tool for organizing work in today’s corporate world. Teams have the potential toimmediately amass, organize, relocate, and disperse. But, teams are an effective tool of employeemotivation. It is essential to consider the fact that teams develop and get mature over a period of time. Teamdevelopment creates a captivating atmosphere by encouraging co-operation, teamwork,interdependence and by building trust among team members.

The four stages of team development are:

Stage 1: Forming

During this stage, group members may be anxious and adopt wait-and-see attitude. They will be formaltowards each other. There would be no clear idea of goals or expectations. Besides, they may not be surewhy they are there.

This is the stage where the team needs to write its own charter or mission statement as well as clarify goals.The most important thing here is that goals must have a personal buy-in.

By doing this the team will be able to establish boundaries as well as determine what is expected. Teammembers will get to know each other doing non-conflict laden task. This builds the commitment towards onelarger goal.

Thus, during the forming stage, the team members are in process of knowing each other and getting at easewith them.

Stage 2: Storming

During this stage, team members are eager to get going. Conflict can arise as people tend to bring differentideas of how to accomplish goals. At this time, they notice differences rather than similarities. This leads tosome members dropping out mentally or physically.

At this stage, communication is important. Tensions will increase. So recognizing and publicly acknowledgingaccomplishments also become important. It becomes important to participate in meetings and diversity needsto be valued.

Thus, during the storming stage, the team members begin showing their actual styles. They start gettingimpatient. They try to probe into each other’s area, leading to irritation and frustration. Control becomes thekey concern during this stage.

Stage 3: Norming

This stage is when people begin to recognize ways in which they are alike. They realize that they are in thistogether. Hence, they tend to get more social and may forget their focus in favour of having a good time. Thisis the time to help with training if applicable. It becomes important to encourage them in order to feelcomfortable with each other and with systems. Also, the group needs to stay focused on goal.

Thus, during the norming stage, there is conflict resolution. There is greater involvement of team members.There is a greater “we” feeling rather than “I” feeling.

Stage 4: Performing

This stage is when team members are trained, competent, as well as able to do their own problem-solving. Atthis time, ways need to be looked at in order to challenge them as well as develop them. The team is maturenow. The members understand their roles and responsibilities. They would require more input in processes.The members would be self-motivated as well as self-trained. Thus, their efforts need to be recognised.Growth has to be encouraged. This is done by giving new challenges to the team.

Thus, teams at the stage of performing are self-controlling, practical, loyal as well as productive. Focus isthere on both performance as well as production.

Forming an Effective Team

This is the general approach to forming a successful work team. But not all will take the same steps asdiscussed above. Success is usually hinged on taking all of the steps just discussed. We have a tendency towant to surround ourselves with people who are just like us. In case you get to choose a team, instead oforganizing a pre-formed team, then you’ll look for a team of people with a variety of strengths. In case of ateam that is already in place, organizing can be more subtle. Like, all the workgroups can be called togetherin order to discuss what goals you want to accomplish and how everybody can help.

You will also find that imposing goals on people doesn’t work nearly as well as having them tell you as towhat goals they will strive for. But setting goals is not easy work. Too often they end up in being toounrealistic, too vague, impossible to measure, or just stretching into eternity without any deadline.

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Team%Development%-%Meaning,%Stages%and%Forming%an%Effec:ve%Team h<p://managementstudyguide.com/team-development.htm

1%of%2 19-06-14%12:18

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5049

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Team: FP date: OSIRIS entry date:

Remarks

<6 6 7 8 9-10

A. ContentLiterature review and

knowledge gap

No understanding or reproduction of relevant literature; research gap

is missing

Very limited use of literature, research gap unclear; guidance

needed

Sufficient use of literature and reasonably defined research gap

Good use of literature and well-defined research gap

Developed a new theoretical framework or innovative research

gap

Choice and application of research methods and tools

Choices made without proper explanation and/or unskilled use

Could not choose and apply them without initial and regular advice

Well underpinned, good skills in application

Original choices, very good skills in application

Innovative choices, exceptional skills in application

Data collection and analysisInsufficient collection and analysis

of dataGuidance needed in order to

properly collect and analyze dataSufficient collection and analysis of

data

Well-structured collection and analysis of data using standard

tools

Excellent collection and analysis of data using advanced tools

Quality and usefulness of requirements analysis

Insufficient, leading to many questions

Sufficient, but lacking focus Nice analysis with clear focusComplete and very useful for the

designAn excellent basis for the design

Description of relevant technology (vehicles,

infrastructure, buildings, ICT)

Very limited mentioning, no explanation of operational details

Sufficient level of detail Well described Very well describedAll relevant technical and

operational details are mentioned and explained

Answers all research (sub)questions

Several sub questions do not get an answer, hence the main

research question is incompletely addressed

All (sub)questions are answered, but there are serious doubts about the validity of some of the answers

All (sub)questions are answered and the answers are satisfactory

The answers tot the (sub)questions are not only very satisfactory, but also address the

real customer needs

The answers to the (sub)questions are fully convincing, both from a theoretical as well as a practical

perspective

Academic reflection (own results, literature, specialists)

No reflection or judgement towards results

All aspects are discussed to some extent, but not in relation with

each other

All aspects are described and somehow related with each other,

but final judgement is limited

The reflection is rather complete and convincing

Theory and practice are connected in a convincing way

Future use of the product by the commissioner

Not mentioned of impractical Useful results Original and usefulSeveral useful results that will also

be implemented at some stage

The commissioner was surprised that the team delivered such

useful results30%

B. Design detailsChoice of design method There is no design part or product

The chosen method does not suit the application

The choice is valid Very good choice Excellent choice

Steps in the design are transparent, results are

repeatable in next projectThere is no design part or product

Some design steps lead to many (unanswered) questions

Sufficiently clear, results are repeatable with some effort

Very good execution, future replication will not lead to serious

problems

Excellent execution, not any doubt about application in a next study

Final design(s) meet(s) the design criteria, constraints,

kpi'sThere is no design part or product

Doubts about the relation, filtering of alternatives without clear

reasons

Sufficient relation, choice of criteria, constraints or kpi may

raise some questionsVery clear relation Excellent line between the two

Design(s) is/are complete and valid within the scope and

constraintsThere is no design part or product

All steps are done, but with an incomplete or missing validation

and/or verification step

Detailed design(s), but validation and verification raises some

questions

Very detailed design(s), extensive tool(s) development, validated and

verified

Complete designs with technical extension

Final design(s)/solution(s) show(s) subject knowledge, research and design effort,

depth of thinking

Not creative, lacking any aptitude with research or design

Not very creative, shows little aptitude for research or design

Some creativity, reasonable level of aptitude for research and design

Creative, demonstrating a good level of aptitude for research and

design

Very creative, demonstrating a very high level of aptitude for

research and design30%

C. Communication Quality and usefulness of report

Report does not fulfil basic requirements or contains scientific

or design errors

Report only fulfils basic requirements in terms of structure,

referencing and clarity and has several shortcomings

Report fulfils most requirements in terms of structure, referencing and

clarity and only has minor shortcomings

Report is free of scientific and design errors and fulfils all

requirements in terms of structure, referencing and clarity

Very good report in terms of contents, structure, referencing

and clarity

Quality of presentation and interaction with audience

Speaker does not present information and findings clearly,

misses introduction or conclusion, no eye contact, no structure,

answers unclear

Poor presentation, hard to follow, too many or too few details, avoids

eye contact, difficult to follow, answers often unclear

Appropriate presentation, sometimes hard to follow,

somewhat too many or too few details, not always eye contact,

answers not always clear

Clear presentation, well organized, good selection of information, eye

contact, clear voices, clear answers

Very clear presentation, very well organized very good selection of

information, very good eye contact, very clear voices, very

clear answers

Handling of questions in defence

Hardly able to deal with the most basic questions, hardly able to provide basic argumentation

Able to deal with basic questions, depend on supervisor(s) for advanced questions, able to

provide basic arguments, absence of detailed argumentation

Able to deal with part of the advanced questions, rarely depend on supervisor(s), provide detailed argumentation only for a limited

set of questions

Able to deal with advanced questions efficiently and

comfortably, interact well with commission, detailed

argumentation for most questions

Offer new insights during discussion, in-depth

argumentation, leading to a very interesting meeting, detailed

argumentation for all questions

Level of EnglishThe English writing and speaking skills have to be improved considerably

Adequate English writing and speaking skills

Sufficient English writing and speaking skills

Good English writing and speaking skills

Very good English writing and speaking skills

Report length (excl. full PVS, logbook)

140+ pages 120 pages 100 pages 80 pages 60 pages 20%

D. Process Contact with supervisors

Very irregular and untimely meetings, discussions on standard topics initiated by the supervisor; too little time, too little content

Irregular meetings, discussions on standard topics initiated by the supervisor; too little time, just

sufficient content

Regular meetings, discussions on standard topics initiated by the supervisor; sufficient time, just

sufficient content

Regular meetings, discussions on standard topics initiated by the team; sufficient time, sufficient

content

Regular meetings, discussions on relevant and challenging topics initiated by the team; sufficient

time, excellent content

Individual contribution and responsibility towards the team (from: Belbin test,

logbook, mid-term interviews)

Lack of team spirit and minimal individual effort

Sufficient individual contributions towards the result

Everyone was actively involved, no problems finding direction

Very good use of individual strengths, compensation of

weaknesses

Every team member excelled and the team members did their best

to help each other

Responsibility in work and writing, time management

Showed no responsibility for the proper progress and completion of

the project, not able to write a report without significant support

of the supervisor, not able to make a time planning

Showed little responsibility for the proper progress and completion of

the project, report needed significant corrections by

supervisor, time planning should be improved

Did take and show responsibility for the proper progress and

completion of the project, report needed important corrections by

supervisor, time planning could be improved

Were project manager of the design project, report needed

limited corrections by supervisor, good time planning

Excellent project management, report and planning

Performing experiments/simulation (if

applicable)

Should improve considerably on practical (experimental/computer)

skills

Should improve on practical (experimental/computer) skills

Could improve on practical (experimental/computer) skills

Good practical (experimental/computer) skills

Exceptional practical (experimental/computer) skills

Critical attitudeNo critical attitude towards own

resultsLimited critical attitude towards

own results

Sufficient critical attitude towards own results, limited critical attitude towards literature and specialists

Sufficient critical attitude towards own results, literature and

specialists

Well-balanced critical attitude towards own results, literature and

specialists

Open mindedness

Non-responsive to criticism, or responds to criticism in an

aggressive , defensive way, or gets demotivated by criticism

Non-responsive to criticism, or responds to criticism in a defensive

way, or loses motivation by criticism

Respond to criticism in a defensive way

Can handle criticism in a positive way

Actively seeking for criticism to improve themselves 20%

Note: A minimum grade of 6 is needed to pass this course. One subgrade (A-E) may be <6. The grade does not have to be the mathematical weighted average of the criteria. A precision of .5 is allowed.

Grade Summary MSc Transport, Infrastructure & Logistics -- TIL5050-12 Grading Rubric v. 2.0 September 2018

Design Project Outcomes Grade

51