Desarrollo de la competencia de trabajo en equipo en un grado universitario
Palabras clave:
Trabajo en equipo, Modelo, Evaluación, CompetenciaResumen
El tiempo de desencofrado se ve condicionado por el desarrollo de resistencia de la mezcla, ya que el encofrado podrá ser retirado una vez que la pieza sea capaz de soportarse a sí misma y a los esfuerzos correspondientes a dicha tarea. El presente trabajo se ha centrado en el estudio experimental de la metodología de desencofrado descrita por Teixeira [1], y en la contribución de la optimización de los tiempos de desencofrado mediante el estudio de la resistencia mínima necesaria para desencofrar piezas verticales.
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[1] A. N. de E. de la C. y A. ANECA, “Libro Blanco de Titulaciones de Grado de Ingeniería de la Rama Industrial,” 2004.
[2] K. J. B. Anderson, S. S. Courter, T. McGlamery, T. M. Nathans-Kelly, and C. G. Nicometo, “Understanding engineering work and identity: a cross-case analysis of engineers within six firms,” Eng. Stud., vol. 2, no. 3, pp. 153–174, 2010.
[3] D. C. Davis, S. W. Beyerlein, and I. T. Davis, “Deriving design course learning outcomes from a professional profile,” Int. J. Eng. Educ., vol. 22, no. 3, pp. 439–446, 2006.
[4] J. T. Hernández and M. C. Ramírez, “Innovation and Teamwork Training in Undergraduated Computing Engineering Education,” in SEFI Annual Conference, 2008.
[5] I. Lopez-Paniagua, R. Nieto-Carlier, J. Rodriguez-Martin, C. Gonzalez-Fernandez, and A. Jimenez-Alvaro, “Practical sessions: A key tool for teaching in the European Higher Education Area framework,” Dyna, vol. 86, no. 5, pp. 523–530, 2011.
[6] D. Davis, M. Trevisan, R. Gerlick, H. Davis, J. McCormack, S. Beyerlein, P. Thompson, S. Howe, P. Leiffer, and P. Brackin, “Assessing Team Member Citizenship in Capstone Engineering Design Courses,” Int. J. Eng. Educ., vol. 26, no. 4, pp. 771–783, 2010.
[7] D. Levi, “Cooperation and competition,” in Group dynamics for teams, no. 5, California: SAGE Publications, Incorporated, pp. 75–92, 2010.
[8] J. Mathieu and T. Rapp, “Laying the foundation for successful team performance trajectories: The roles of team charters and performance strategies.,” J. Appl. Psychol., vol 94, no.1, pp 90-103, 2009.
[9] C. Senior, R. Cubbidge, L. Riebe, D. Roepen, B. Santarelli, and G. Marchioro, “Teamwork: effectively teaching an employability skill,” Educ. Train., vol. 52, no. 6/7, pp. 528–539, 2010.
[10] J. A. Marin-García, C. Miralles-Insa, J. J. García-Sabater, and P. Vidal-Carreras I., “Enseñando Administración de Empresas con docencia basada en el trabajo en equipo de los estudiantes: Ventajas, incnvenientes y propuestas de actuación.,” Intang. Cap., vol. 4, no. 2, pp. 143–165, 2008.
[11] M. Martínez-Gómez and J. A. Marín-García, “Como Medir y Guiar Cambios hacia Entornos Educatiovs más Motivadores,” Form. Univ., vol. 2, no. 4, pp. 3–14, 2009.
[12] E. Viles, C. Jaca, J. Campos, N. Serrano, and J. Santos, “Evaluación de la competencia de trabajo en equipo en los grados de ingeniería,” Dir. y Organ., vol. 46, no. abril 2012, pp. 67–75, 2012.
[13] J. Martinez and J. G. Martin, “Teamwork competence and academic motivation in computer science engineering studies,” Global Engineering Education Conference (EDUCON), IEEE, 2014.
[14] J. Mathieu, M. Maynard, and T. Rapp, “Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future,” J., vol. 34, no.3, pp 410-476, 2008.
[15] E. Salas, N. J. Cooke, and M. A. Rosen, “On Teams, Teamwork, and Team Performance: Discoveries and Developments,” Hum. Factors J. Hum. Factors Ergon. Soc., vol. 50, no. 3, pp. 540–547, 2008.
[16] J. M. Weller, A. L. Janssen, A. F. Merry, and B. Robinson, “Interdisciplinary team interactions: a qualitative study of perceptions of team function in simulated anaesthesia crises. ,” Med. Educ., vol. 42, pp. 382–388, 2008.
[17] K. J. Zink, “Human resources and organisational excellence,” Total Qual. Manag. Bus. Excell., vol. 19, no. 7, pp. 793-805, 2008.
[18] S. Mickan and S. A. Rodger, “Effective Health Care Teams: A model of six characterisitcs developed from shared perceptions.,” J. Interprof. Care, vol. 19, no. 4, pp. 358–370, 2005.
[19] R. Rico, C. M. Alcover de la Hera, and C. Tabernero, “Efectividad de los Equipos de Trabajo, una Revisión de la última década de investicación (1999-2009),” Rev. Psicol. del Trab. y las Organ., vol. 26, no. 1, pp. 47–71, 2010.
[20] S. Kozlowski and D. R. Ilgen, “Enhancing the Effectiveness of Work Groups and Teams,” Psychol. Sci. Public Interes., vol. 7, no. 3, pp. 77–124, 2006.
[21] C. Hobson, D. Strupeck, and A. Griffin, “Teaching MBA students teamwork and team leadership skills: An empirical evaluation of A classroom educational program,” Am. J., vol. 7, no. 3, pp 191-220, 2014.
[22] C. Senior, R. Cubbidge, L. Riebe, and D. Roepen, “Teamwork: effectively teaching an employability skill,” Education+Training, , vol. 52, no. 6/7, pp. 528-539, 2010.
[23] D. R. Ilgen, J. R. Hollenbeck, M. Johnson, and D. Jundt, “Team in organizations: From Input-Process-Output Models to IMOI Models,” Annu. Revis. Psychol., vol. 56, pp. 517–543, 2005.
[24] M. Wanous, B. Procter, and K. Murshid, “Assessment for learning and skills development: the case of large classes,” Eur. J. Eng. Educ., vol. 34, no. 1, pp. 77-85, 2009.
[25] B. A. Oakley, D. M. Hanna, Z. Kuzmyn, and R. M. Felder, “Best practices involving teamwork in the classroom: Results from a survey of 6435 engineering, student respondents,” Ieee Trans. Educ., vol. 50, no. 3, pp. 266–272, 2007.
[26] K. L. Tonso, “Teams that work: Campus culture, engineer identity, and social interactions,” J. Eng. Educ., vol. 95, no. 1, pp. 25–37, 2006.
[27] M. Barut, M. B. Yildirim, and K. Kilic, “Designing a global multi-disciplinary classroom: A learning experience in supply chain logistics management,” Int. J. Eng. Educ., vol. 22, no. 5, pp. 1105–1114, 2006.
[28] H. J. Witt, J. R. Alabart, F. Giralt, J. Herrero, L. Vernis, and M. Medir, “A competencybased educational model in a chemical engineering school,” Int. J. Eng. Educ., vol. 22, no. 2, pp. 218–235, 2006.
[29] N. Delson, “Increasing Team Motivation in Engineering Design Courses,” Int. J. Eng. Educ., vol. 17, no. 4–5, pp. 359–366, 2001.
[30] S. Mickan and S. Rodger, “Characteristics of effective teams:a literature review,” Aust. Heal. Rev., vol. 23, no. 3, pp. 201–208, 2000.
[31] J. E. Mathieu, M. T. Maynard, T. Rapp, and L. Gilson, “Team Effectiveness 1997-2007: A Review of Recent Advancements and a Glimpse Into the Future,” J. Manage., vol. 34, no. 3, pp. 410–476, 2008.
[32] S. M. Lord and E. Seat, “Enabling Effective Engineering Teams: A Program for Teaching Interaction,” in American Society of Engineering Education, vol. 88, no 4, pp. 385-390, 2003.
[33] E. Seat and S. M. Lord, “Enabling Effective Engineering Teams: A program for Teaching Interaction Skills,” J. Eng. Educ., vol. 88(4), vol. 88, no. 4, pp. 385–390, 1999.
[34] M. Steiner, J. Kanai, C. Hsu, R. Alben, and L. Gerhardt, “Holistic Assessment of Student Performance in Multidisciplinary Engineering Capstone Design Projects,” Int. J. Eng. Educ., vol. 27, no. 6, pp. 1259–1272, 2011.
[35] C. K. W. DeDreu and M. A. West, “Minority dissent and team innovation: The importance of participation in decision making,” J. Appl. Psychol., vol. 86, no. 6, pp. 1191–1201, 2001.
[36] K. Sheppard, P. Dominick, and Z. Aronson, “Preparing Engineering Students for the New Business Paradigm of International Teamwork and Global Orientation,” Int. J. Eng. Educ., vol. 20, no. 3, pp. 475–483, 2004.
[37] I. Thylefors, O. Persson, and D. Hellström, “Team types, perceived efficiency and team climate in Swedish cross-professional teamwork,” J. Interprof. Care, vol. 19, no. 2, pp. 102–114, 2005.
[38] C. M. Brooks and J. L. Ammons, “Free Riding in Group Projects and the Effects Oftiming, Frequency, and Specificity of Criteria in Peer Assessments,” J. Educ. Bus., vol. 78, no. 5, pp. 268–272, 2003.
[39] L. Gratton and T. J. Erickson, “Eight Ways to Build Collaborative Teams,” Harv. Bus. Rev., vol. 85, no. 11, pp. 100–109, 2007.
[40] S. J. Zaccaro, A. L. Rittman, and M. A. Marks, “Team leadership,” Leadersh. Q., vol. 12, no. 4, pp. 451–483, 2001.
[41] A. Pirola-Merlo, C. Härtel, L. Mann, and G. Hirst, “How leaders influence the impact of affective events on team climate and performance in R&D teams,” Leadersh. Q., vol. 13, no. 5, pp. 561–581, 2002.
[42] R. A. Guzzo and M. W. Dickinson, “Teams in organizations: recent research on performance and effectiveness.,” Annu. Rev. Psychol., vol. 47, pp. 307–338, 1996.
[43] E. Viles Diez, M. Zárraga-Rodríguez, and C. Jaca García, “Herramienta para evaluar el funcionamiento de los equipos de trabajo en entornos docentes. (Spanish),” A tool to assess teamwork Perform. High. Educ., vol. 9, no. 1, pp. 281–304, 2013.
[44] M. Zarraga-Rodriguez, C. Jaca, and E. Viles, “Enablers of team effectiveness in higher education,” Team Perform. Manag. An Int. J., vol. 21, no. 5/6, pp. 274–292, 2015.
[45] P. S. Strom, R. D. Strom, and E. G. Moore, “Peer and self-evaluation of teamwork skills,” J. Adolesc., vol. 22, no. 4, pp. 539–553, 1999.
[46] G. N. Vik, “Doing More To Teach Teamwork Than Telling Students To Sink or Swim.,”Bus. Commun. Q., vol. 64, no. 4, pp. 112–119, 2001.
[47] M. Freeman and J. McKenzie, “SPARK, a confidential web–based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects,” Br. J. Educ. Technol., vol. 33, no. 5, pp. 551–569, 2002.
[48] E. Berry, “Group work and assessment—benefit or burden?,” Law Teach., vol. 41, no. 1, pp. 19–36, 2007.
[49] E. Viles, C. Jaca, and M. Zárraga-Rodríguez, “Teamwork competence assessment,” in 1st International Conference on Higher Education Advances, HEAd’15, 2015.
[2] K. J. B. Anderson, S. S. Courter, T. McGlamery, T. M. Nathans-Kelly, and C. G. Nicometo, “Understanding engineering work and identity: a cross-case analysis of engineers within six firms,” Eng. Stud., vol. 2, no. 3, pp. 153–174, 2010.
[3] D. C. Davis, S. W. Beyerlein, and I. T. Davis, “Deriving design course learning outcomes from a professional profile,” Int. J. Eng. Educ., vol. 22, no. 3, pp. 439–446, 2006.
[4] J. T. Hernández and M. C. Ramírez, “Innovation and Teamwork Training in Undergraduated Computing Engineering Education,” in SEFI Annual Conference, 2008.
[5] I. Lopez-Paniagua, R. Nieto-Carlier, J. Rodriguez-Martin, C. Gonzalez-Fernandez, and A. Jimenez-Alvaro, “Practical sessions: A key tool for teaching in the European Higher Education Area framework,” Dyna, vol. 86, no. 5, pp. 523–530, 2011.
[6] D. Davis, M. Trevisan, R. Gerlick, H. Davis, J. McCormack, S. Beyerlein, P. Thompson, S. Howe, P. Leiffer, and P. Brackin, “Assessing Team Member Citizenship in Capstone Engineering Design Courses,” Int. J. Eng. Educ., vol. 26, no. 4, pp. 771–783, 2010.
[7] D. Levi, “Cooperation and competition,” in Group dynamics for teams, no. 5, California: SAGE Publications, Incorporated, pp. 75–92, 2010.
[8] J. Mathieu and T. Rapp, “Laying the foundation for successful team performance trajectories: The roles of team charters and performance strategies.,” J. Appl. Psychol., vol 94, no.1, pp 90-103, 2009.
[9] C. Senior, R. Cubbidge, L. Riebe, D. Roepen, B. Santarelli, and G. Marchioro, “Teamwork: effectively teaching an employability skill,” Educ. Train., vol. 52, no. 6/7, pp. 528–539, 2010.
[10] J. A. Marin-García, C. Miralles-Insa, J. J. García-Sabater, and P. Vidal-Carreras I., “Enseñando Administración de Empresas con docencia basada en el trabajo en equipo de los estudiantes: Ventajas, incnvenientes y propuestas de actuación.,” Intang. Cap., vol. 4, no. 2, pp. 143–165, 2008.
[11] M. Martínez-Gómez and J. A. Marín-García, “Como Medir y Guiar Cambios hacia Entornos Educatiovs más Motivadores,” Form. Univ., vol. 2, no. 4, pp. 3–14, 2009.
[12] E. Viles, C. Jaca, J. Campos, N. Serrano, and J. Santos, “Evaluación de la competencia de trabajo en equipo en los grados de ingeniería,” Dir. y Organ., vol. 46, no. abril 2012, pp. 67–75, 2012.
[13] J. Martinez and J. G. Martin, “Teamwork competence and academic motivation in computer science engineering studies,” Global Engineering Education Conference (EDUCON), IEEE, 2014.
[14] J. Mathieu, M. Maynard, and T. Rapp, “Team effectiveness 1997-2007: A review of recent advancements and a glimpse into the future,” J., vol. 34, no.3, pp 410-476, 2008.
[15] E. Salas, N. J. Cooke, and M. A. Rosen, “On Teams, Teamwork, and Team Performance: Discoveries and Developments,” Hum. Factors J. Hum. Factors Ergon. Soc., vol. 50, no. 3, pp. 540–547, 2008.
[16] J. M. Weller, A. L. Janssen, A. F. Merry, and B. Robinson, “Interdisciplinary team interactions: a qualitative study of perceptions of team function in simulated anaesthesia crises. ,” Med. Educ., vol. 42, pp. 382–388, 2008.
[17] K. J. Zink, “Human resources and organisational excellence,” Total Qual. Manag. Bus. Excell., vol. 19, no. 7, pp. 793-805, 2008.
[18] S. Mickan and S. A. Rodger, “Effective Health Care Teams: A model of six characterisitcs developed from shared perceptions.,” J. Interprof. Care, vol. 19, no. 4, pp. 358–370, 2005.
[19] R. Rico, C. M. Alcover de la Hera, and C. Tabernero, “Efectividad de los Equipos de Trabajo, una Revisión de la última década de investicación (1999-2009),” Rev. Psicol. del Trab. y las Organ., vol. 26, no. 1, pp. 47–71, 2010.
[20] S. Kozlowski and D. R. Ilgen, “Enhancing the Effectiveness of Work Groups and Teams,” Psychol. Sci. Public Interes., vol. 7, no. 3, pp. 77–124, 2006.
[21] C. Hobson, D. Strupeck, and A. Griffin, “Teaching MBA students teamwork and team leadership skills: An empirical evaluation of A classroom educational program,” Am. J., vol. 7, no. 3, pp 191-220, 2014.
[22] C. Senior, R. Cubbidge, L. Riebe, and D. Roepen, “Teamwork: effectively teaching an employability skill,” Education+Training, , vol. 52, no. 6/7, pp. 528-539, 2010.
[23] D. R. Ilgen, J. R. Hollenbeck, M. Johnson, and D. Jundt, “Team in organizations: From Input-Process-Output Models to IMOI Models,” Annu. Revis. Psychol., vol. 56, pp. 517–543, 2005.
[24] M. Wanous, B. Procter, and K. Murshid, “Assessment for learning and skills development: the case of large classes,” Eur. J. Eng. Educ., vol. 34, no. 1, pp. 77-85, 2009.
[25] B. A. Oakley, D. M. Hanna, Z. Kuzmyn, and R. M. Felder, “Best practices involving teamwork in the classroom: Results from a survey of 6435 engineering, student respondents,” Ieee Trans. Educ., vol. 50, no. 3, pp. 266–272, 2007.
[26] K. L. Tonso, “Teams that work: Campus culture, engineer identity, and social interactions,” J. Eng. Educ., vol. 95, no. 1, pp. 25–37, 2006.
[27] M. Barut, M. B. Yildirim, and K. Kilic, “Designing a global multi-disciplinary classroom: A learning experience in supply chain logistics management,” Int. J. Eng. Educ., vol. 22, no. 5, pp. 1105–1114, 2006.
[28] H. J. Witt, J. R. Alabart, F. Giralt, J. Herrero, L. Vernis, and M. Medir, “A competencybased educational model in a chemical engineering school,” Int. J. Eng. Educ., vol. 22, no. 2, pp. 218–235, 2006.
[29] N. Delson, “Increasing Team Motivation in Engineering Design Courses,” Int. J. Eng. Educ., vol. 17, no. 4–5, pp. 359–366, 2001.
[30] S. Mickan and S. Rodger, “Characteristics of effective teams:a literature review,” Aust. Heal. Rev., vol. 23, no. 3, pp. 201–208, 2000.
[31] J. E. Mathieu, M. T. Maynard, T. Rapp, and L. Gilson, “Team Effectiveness 1997-2007: A Review of Recent Advancements and a Glimpse Into the Future,” J. Manage., vol. 34, no. 3, pp. 410–476, 2008.
[32] S. M. Lord and E. Seat, “Enabling Effective Engineering Teams: A Program for Teaching Interaction,” in American Society of Engineering Education, vol. 88, no 4, pp. 385-390, 2003.
[33] E. Seat and S. M. Lord, “Enabling Effective Engineering Teams: A program for Teaching Interaction Skills,” J. Eng. Educ., vol. 88(4), vol. 88, no. 4, pp. 385–390, 1999.
[34] M. Steiner, J. Kanai, C. Hsu, R. Alben, and L. Gerhardt, “Holistic Assessment of Student Performance in Multidisciplinary Engineering Capstone Design Projects,” Int. J. Eng. Educ., vol. 27, no. 6, pp. 1259–1272, 2011.
[35] C. K. W. DeDreu and M. A. West, “Minority dissent and team innovation: The importance of participation in decision making,” J. Appl. Psychol., vol. 86, no. 6, pp. 1191–1201, 2001.
[36] K. Sheppard, P. Dominick, and Z. Aronson, “Preparing Engineering Students for the New Business Paradigm of International Teamwork and Global Orientation,” Int. J. Eng. Educ., vol. 20, no. 3, pp. 475–483, 2004.
[37] I. Thylefors, O. Persson, and D. Hellström, “Team types, perceived efficiency and team climate in Swedish cross-professional teamwork,” J. Interprof. Care, vol. 19, no. 2, pp. 102–114, 2005.
[38] C. M. Brooks and J. L. Ammons, “Free Riding in Group Projects and the Effects Oftiming, Frequency, and Specificity of Criteria in Peer Assessments,” J. Educ. Bus., vol. 78, no. 5, pp. 268–272, 2003.
[39] L. Gratton and T. J. Erickson, “Eight Ways to Build Collaborative Teams,” Harv. Bus. Rev., vol. 85, no. 11, pp. 100–109, 2007.
[40] S. J. Zaccaro, A. L. Rittman, and M. A. Marks, “Team leadership,” Leadersh. Q., vol. 12, no. 4, pp. 451–483, 2001.
[41] A. Pirola-Merlo, C. Härtel, L. Mann, and G. Hirst, “How leaders influence the impact of affective events on team climate and performance in R&D teams,” Leadersh. Q., vol. 13, no. 5, pp. 561–581, 2002.
[42] R. A. Guzzo and M. W. Dickinson, “Teams in organizations: recent research on performance and effectiveness.,” Annu. Rev. Psychol., vol. 47, pp. 307–338, 1996.
[43] E. Viles Diez, M. Zárraga-Rodríguez, and C. Jaca García, “Herramienta para evaluar el funcionamiento de los equipos de trabajo en entornos docentes. (Spanish),” A tool to assess teamwork Perform. High. Educ., vol. 9, no. 1, pp. 281–304, 2013.
[44] M. Zarraga-Rodriguez, C. Jaca, and E. Viles, “Enablers of team effectiveness in higher education,” Team Perform. Manag. An Int. J., vol. 21, no. 5/6, pp. 274–292, 2015.
[45] P. S. Strom, R. D. Strom, and E. G. Moore, “Peer and self-evaluation of teamwork skills,” J. Adolesc., vol. 22, no. 4, pp. 539–553, 1999.
[46] G. N. Vik, “Doing More To Teach Teamwork Than Telling Students To Sink or Swim.,”Bus. Commun. Q., vol. 64, no. 4, pp. 112–119, 2001.
[47] M. Freeman and J. McKenzie, “SPARK, a confidential web–based template for self and peer assessment of student teamwork: benefits of evaluating across different subjects,” Br. J. Educ. Technol., vol. 33, no. 5, pp. 551–569, 2002.
[48] E. Berry, “Group work and assessment—benefit or burden?,” Law Teach., vol. 41, no. 1, pp. 19–36, 2007.
[49] E. Viles, C. Jaca, and M. Zárraga-Rodríguez, “Teamwork competence assessment,” in 1st International Conference on Higher Education Advances, HEAd’15, 2015.
Publicado
2016-12-01
Cómo citar
[1]
C. Jaca, E. Viles, y M. Zárraga-Rodríguez, «Desarrollo de la competencia de trabajo en equipo en un grado universitario», Memoria investig. ing. (Facultad Ing., Univ. Montev.), n.º 14, pp. 23–34, dic. 2016.
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