NEVER TAKE TEAMWORK FOR GRANTED! A TUTORSHIP EXPERIENCE ON SOFT-SKILLS

F. Mattioli, S. Ferraris
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引用次数: 1

Abstract

Collaborative design-based learning is widely employed within academic design education, being recognised as a valuable pedagogical approach historically rooted and yet well established within the design studio pedagogy. In numerous design schools, students - working in small groups - learn to design by designing together. With this setting, didactics provide a space for students to develop both hard skills related to design and soft skills related to more transversal domains such as collaboration, communication, work organisation just to mention a few. However, this great learning potential may not consolidate if it is not well integrated into the didactics. Indeed, in most of the cases, it’s assumed that students are already trained or prepared to work in teams and therefore the design institutions don’t consider a dedicated training path to improve soft skills and to provide proper tools and resources. It has been observed that, while courses to empower the hard skills related to design are usually part of a student’s path, training on teamwork is rarely provided. As a result of this, students have to deal with the challenges of collaboration by themselves (e.g. diversity, disagreements, different backgrounds, different abilities among others), getting frustrated and overcoming the issues not always in the most effective, sustainable or inclusive ways. From this initial observation in the context of the MSc Design & Engineering course at [Name of the Institution], which we are part of as teaching staff, we developed a tutorship path implemented for a group of students along with their entire master programme, both in presence and remotely. The paper presents this experimental research, based on action research methodology which was conducted through the intervention and support of students in different key moments of their training. The tutorship on teamwork has been focused on providing activities to effectively perform initial team agreement, mid-term and final evaluations (i.e. self, peer and team assessments), along with constant support and coaching on team management. All these activities have been designed and provided in parallel to the design studios of the master, meaning that each of them was related to real situations occurring during students’ collaborative work. Qualitative data has been collected through semi-structured interviews to students at the end of the programme together with the documentation of the activities implemented. The interviewees recognised the innovative value of the path and confirmed that, even those who had worked in teams at school before, had never been formally trained on this matter before, and they also stated that after the tutorship path they are more aware on the soft skill acquired throughout the master. The results contribute to providing guidelines for the implementation of a structured training path on teamwork and soft skills in design institutions. Additionally, the research contributes to a wider discussion on soft skills development, with particular regards to teamwork, and on the current challenges of teaching collaborative design in times of transformation.
永远不要认为团队合作是理所当然的!有软技能方面的辅导经验
基于协作设计的学习在学术设计教育中被广泛应用,被认为是一种有价值的教学方法,历史上根深蒂固,但在设计工作室教学法中得到了很好的确立。在许多设计学校里,学生们以小组为单位,通过共同设计来学习设计。在这种环境下,教学为学生提供了一个发展与设计相关的硬技能和与更横向领域相关的软技能的空间,如协作、沟通、工作组织等等。然而,如果没有很好地融入教学,这种巨大的学习潜力可能不会得到巩固。事实上,在大多数情况下,它假设学生已经接受过培训或准备在团队中工作,因此设计机构没有考虑专门的培训路径来提高软技能,并提供适当的工具和资源。据观察,虽然与设计相关的硬技能课程通常是学生学习道路的一部分,但很少提供团队合作方面的培训。因此,学生们必须自己应对合作的挑战(例如,多样性、分歧、不同的背景、不同的能力等),遇到挫折和克服问题并不总是以最有效、可持续或包容的方式。根据对[学院名称]设计与工程硕士课程背景下的初步观察,我们作为教学人员之一,为一组学生制定了一套指导路径,包括现场指导和远程指导,以及他们的整个硕士课程。本研究以行动研究方法为基础,通过对学生在训练的不同关键时刻进行干预和支持来进行实验研究。团队合作辅导的重点是提供有效执行初始团队协议,中期和最终评估(即自我,同伴和团队评估)的活动,以及团队管理方面的持续支持和指导。所有这些活动都是与大师的设计工作室并行设计和提供的,这意味着每个活动都与学生协作工作中发生的真实情况有关。在方案结束时,通过对学生的半结构化访谈收集了定性数据,同时还收集了所执行活动的文件。受访者都认可了这条路径的创新价值,并证实,即使是那些之前在学校做过团队工作的人,之前也从未接受过这方面的正式培训,他们也表示,经过辅导路径后,他们更加意识到硕士期间获得的软技能。研究结果有助于为设计机构团队合作和软技能的结构化培训路径的实施提供指导。此外,这项研究有助于更广泛地讨论软技能的发展,特别是关于团队合作,以及在转型时期教学协作设计的当前挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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