Course manual

© Dr. Jaap Vleugel

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MSc TIL Design Project 5050-20v. 1 September 2020

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Content

1. Learning objectives

2. Base methodology: Systems Engineering (SE)

3. Practice - Research

4. Practice - Design

5. Evaluation of the design(s)

6. Design communication: Reporting + presentations

7. Preparation: P0 + P1

8. Execution: P2

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Content

9. Grading

10. Course coordinator

11. Meetings

12. Project planning

13. Teamwork

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4 Course overview 4

Team 4-5 students Different BSc'sspecialisations

Where NL only Off-campus

When Q1-Q4 20 weeks

CommissionerCompany, government, consultancy firm

Preknowledge Earlier courses These lectures

Balance Research

DesignEvaluation

Supervision 2 TUD lecturers 1 + n commissioner

Grading (P0 +) P1 P2

Table 1. Course in short

51. Learning objectives

After the course you could start preparing your MSc thesis. This refers to:1. Research capabilities;2. Design and evaluation capabilities;3. Reporting and presentation skills;4. Team work and project management skills.

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2. Base methodology: Systems Engineering (SE)

SE brings knowledge togetherSE assumes a systems perspective - a company, a network etc.SE helps to explore a problem from different anglesSE provides structure, transparency: Divides project in logical (sequential) steps (building blocks)SE supports decision-making, find direction and planningSE supports in- and external communicationSE supports reporting

*REF1

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Fig. 1. Systems engineering 'high-end approach' (by specialists) *REF1

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Fig. 2. Simplified SE process *REF2

Research

Design

PresentationsReports

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3. Practice - Research

A. Research part = Analyse the current stateB. Design part = Develop one or more of design(s) = future stateC. Evaluate the design(s), conclude, recommend (further research + practical e.g. implementation-oriented)

Research module - fact finding and analysisStart with a client need statement: What is the challenge ('problem') and where could the solution(s) be found according to the commissioner?

This is not taken for granted ('they pay, we play'), but assessed critically. Why?

- What is the nature of the problem: Technical, financial, communication, ..?

- What is causing it? A problem may exist, because of

*The way the commissioner operates: Limited vision, stuck in daily routines, lack of research time/budget

and/or*The way its external stakeholders operate

Define an initial design goal + questions

1010Points of attention:

> Does the commissioner fully understand the root cause(s) of the problem?

> Does/did he/she collect sufficient data of good quality?

> Is he/she biased in some way?

> Is there a shared problem vision between the management and the operational level in the organisation?

> Are these levels using the same process metrics (kpi's)?

1111Literature overview

Purpose:- Better understand the problem: Learn from professionals who dealt with a similar research challenge- Specify a research gap - an application/problem and/or methods not yet described in literature- Define (initial) research questions- Find direction and define (initial) project scope- Visualize how your project could help to reduce this research gap (what kind of solutions can you offer; how to find the most effective one?)- Find a suitable theory and develop conceptual frameworks (and hypotheses)- Use proper definitions and terms - improves communications as well- Make a motivated choice of methods (qualitative, quantitative, simple, more complex?)- Experience how specialists operated in their projects (data, analysis, results)

*REF3

1212Research gap

Fig. 3. A research gap table *REF4

1313* Stakeholder analysis

Caveat 1: A commissioner consists of multiple internal and external stakeholders with different interests and opinionAny organisation has its (internal) politics, its bureaucracy, status quo (taboos), while earlier attempts to tackle the problem (may) have failedMany decisions are not binary, but complex> Make a power interest matrix

Caveat 2: Data can be incomplete, data collection bias may exist, data = power> Don't assume that the data you were promised to get also becomes available> Assess the data you receive: Involve the stakeholders, data specialists> Collect your own data via interviews and (if possible) on-site collection / measurements> If necessary, use assumptions or monte carlo style data generation

In earlier courses: Problem + tools + data are given -> Let's calculate

Here: Mix of quali- and quantitative data, can be very frustrating at the start> Change your mindset

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Fig. 4. Power interest matrix (mainly qualitative) *REF5

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Research tool kit:

*Systems engineering: Approach by Dym&Little, Sage, V-model, other

*Research gap table

*Rich pictures - conceptual model (current and future state)

*IDEF0, objectives tree - conceptual, relationships, choices and consequences

Interviews with staff at all levels of an organisation and multiple stakeholders

Data collection and (statistical) analysis

Swimlanes - process analysis

Izikawa diagram - root cause analysis, zooming in and out

Theory of constraints - root cause analysis

TIMWOODS - waste analysis (Lean)

*Requirements analysis

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A design project has a logical set-up

Fig. 5. A rich picture (future state) *REF5

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Fig. 6. Basic IDEF0 structure *REF6

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Fig. 6. Simplified SE process *REF2

1919Step 1-4: A requirements analysis

Why?In the USA “53% of industry’s investments in technical development projects is a casualty of cost overruns and failed projects.” Hence, “A more disciplined approach to requirements development and management is needed in order to improve project success rates” *REF7

There are hard requirements (efficiency, completeness, structure etc.) and soft ones (customer focus, relationship improvement etc.)

2020Functional requirements: • (Basic) functions of a system (organisation, unit, machine), like record a fact, calculate, decide, move between locations E.g., “The airport system should (FR) record the landing time of a flight"

• Usually quantitative

Non-functional (performance) requirements:

• What quality or attributes the system should have: Performance, security, usability, maintainability..

• Frequently quantitative

2121Interface Requirements: Conditions of interaction between items … could be functional, physical, logical,…

Constraints:

• Specified influences that affect the way the requirements are met:

"Within one year, only repairable items, no plastics, not more than 1 mln Euro"

• May come from your commissioner (e.g., functions of the design, time or budget restrictions) and/or yourself (e.g., limited resources)

Kpi's (towards an intended result):

• Define target value(s)

• Measure progress

• Not always needed or feasible

• Quantitative, if possible

2222In most cases, you will find many requirements. These may be different, competing or even not compatible

Solution:

* Describe requirements* Determine relations and their 'direction'* Connect compatible requirements

> Similar to a morphological chart

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Fig. 7. Morphological chart *REF8

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Table 2. Describe requirements (engineering specs of audio amplifier) *REF9

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Table 3. Determine relations (up arrow = +, down arrow = - ) *REF9

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Table 4. Combine requirements: House of quality *REF9

2727Results of requirements analysis: • System functions: What the system (organisation) has to do (or stop doing)• Performance: How well the functions have to be performed• Interfaces: The environments the system will perform • Other requirements and constraints

Reformulate the problem and research questions: Make it match with where you are now

Set a design horizon: When should the design(s) be operational / impact felt?

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4. Practice - Design

A design is an intervention 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

Start with the main design objective: What should the design(s) achieve?

An objective hierarchy (tree) may be used to organise/classify the objectives

The choice of objective is crucial. If you choose the wrong objective, then you can't "solve" the problem, you may even worsen the problem

Each objective is related with design requirements

From the design objectives you derive design functions; technical, organisational, financial, communication, information-oriented etc.

2929To free your mind it may be useful to describe an ideal state first: Aa world without practical constraints to the design(s))

Then move on to the conceptual design, which is qualitative and 'vague'Brainstorms, story boards, scenarios are also very useful

> If it is a model, what are the logical building blocks, what variables are in the tool, what is their relationship?

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Next comes the preliminary design:

- Model and analyze the design

You can use tools like scenarios, schematics, diagrams, photos and layouts to elaborate each design

* Scenarios can be seen as (external) demands on the designs, so they are not the same

- Test and evaluate the design -> filter and keep the best evaluated one(s)

Choice- Stop after the preliminary design step or- Continue and develop one or more detailed designs

3131This choice depends on

- Level of detail already realised

- Number of different preliminary designs

- Data of good quality + project time -> Continue with detailed design stage

- Questionable data + lack of time -> Finish the project

Detailed design- Refine and optimize design(s)- Result: One or more functional designs with many details- Again evaluation is needed

AdviceDiscuss such choices with all supervisors

3232There is no technical design as in a real engineering project

A technical tool, like a calculation model, needs a technical description in an appendix of your (final) report: structure (modules), main formulas, some screen prints (input, output) etc. If you develop a model in excel, then you should also send us the intermediate and final versions

A qualitative tool like a mca also needs a technical explanation (input variables, calculation method, tables with output, sensitivity analysis)

Remember: Tools are used to support your designs/solutions

Design toolkit (case dependent):

Scenarios, models for calculation or simulation, visualisation, DMADV, lean tools, statistics

3333Verification and validation of tools used

When you apply a tool, both the approach, its internal functioning and results should be valid and the results should be repeatible to allow a follow-up project

Interviews: Summary of 1 page max. in appendix. Validation by ok of interviewed person

Model: Verification (technical) and validation (results) - chapter in report

MCA: Check by commissioner or external experts - in appendix

Advice- There will be no software development- You can write a user manual of a few pages when you hand over the final model- You can organize a demonstration session with the future users- You can give a final presentation for the executive board of the commissioner

Contact a specialised lecturer if specific modelling knowledge is not in your supervising team

345. Evaluation of the design(s)

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

Evaluation toolkit (case dependent):

Qualitative (morphological chart, mca) or quantitative

MCA guidelines:

- Choose a scientific method: AHP etc.

- Criteria by the team and the commissioner

- Rating and weights by the commissioner

- Choose a suitable scale (1-5, 1-9 etc.)

- Transparent approach: Result table + explanation in main text, calculations in appendix

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356. Design communication

Reporting process

- Reporting starts right after the kick-off meeting and lasts until the final report- Work regularly on the report- Divide the writing task among the team members- Appoint a report editor to manage the process and prevent multiple versions in circulation

- Add a summary of a few pages or an Executive summary of up to 8 pages- Add recommendations for future research- Add practical recommendations for the commissioner- You may add an Implementation advice for the commissioner

Report length: Long reports are less well read. Your mark will not be higher if you write more pages. It only costs you more time.

Give report files a distinctive title and version number, not simply “report“ as it is very confusing to receive many files from (different teams) with the same nameUse for instance “Team 2 NS progress report 3”. Include a front page, version- and page numbers in each documentCheck readability of fonts used everywhere; use A3 for large diagrams

Main textA main text has a clear red line

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36Appendix (final report)- Details about your dataset (list with variables, formulas, key statistics etc.)- Details about MCA calculations, model structure, etc.- Summary of interviews (1 page) with role of the interviewee- Example of code used, not endless pages- PVS- Logbook- Team reflection[- Implementation advice *]

* Many people resist change. Change equals 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. A carefully written implementation advice may help as well

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37Presentations

A presentation has a higher communication value than a document, but it lacks it fine details

It is mandatory for the Kick-off, Mid-term, Green Light and Final Presentation and Defense

> More in 11. Meetings

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Project timeline38

TIL5050-20 Planning

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7. Preparation: P0 + P1

- Enrolment form- Team building: Different backgrounds and capabilities- Lectures- Commissioner + topic: Contact, discuss and reach an agreement with a commissioner- Start-up meeting and follow-up meetings with the course coordinator- Meetings with appointed supervisors- Write a project vision and scope document (PVS)- Weekly supervision (arranged by the course coordinator)

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Enrolment

- P0 forms on Brightspace- Individually. You can mention in your enrolment form that you already found team members, but this does not automatically guarantee that your team is accepted- Preparation takes a lot of time, which explains the 10 weeks of P0 + P1

Team composition- At least 4 team members- A fifth team member could be added because of 'late arrivals', but you may refuse based on earlier experiences- Different bachelors preferred. Same background may lead to group think and lack of knowledge about certain theories or methods - At least 2 different specialisations (same reasons)- Mix m/f preferred- International advised, to enrich with different cultures and backgrounds- 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 complex to deal with

> Course coordinator assesses the balance of your team and makes the final decision about the team composition (considering topic and commissioner as well)

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Commissioner and topic

1) Vote about area/direction of your project: traffic/planning/policy, logistics internal, -external/freight transport or more detailed level (facility such as airport or transport mode)

2) Have a brainstorm session to make a long list of potential commissioners + reasons why (not) interesting

3) Check the 'Content' tab on Brightspace for a list of potential commissioners

4) Contact these companies/organizations after studying their webinfo, do not ask for problems but offer your expertise to improve their business; Use the flyer; Interested?Are issues or questions already available? What kind of final product do they want? Vague or concrete? Accept rejections, don't take it personal. Ask multiple companies

5) Check the credibility of your contact person (LinkedIn), the way of dealing with you ("match", previously dealt with students or external consultants?), practical issues (can they receive* you in the planned period, how about travel time/accessibility by public transport, language (foreign team), office space, computer facilities), is coaching available at research or operational level?A manager may work well, but a CEO as prime contact is not a good idea

6) Make a shortlist and contact the course coordinator to choose the best option(s)

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Use the Course flyer to interest potential customers. You can also put the course coordinator as cc in emails if customers ask for more information

Teams with only non-Dutch students should try to avoid a topic that requires a good command of Dutch

A back-up solution is an internal project with a topic from a lecturer or the course coordinator, who will then also become one your supervisors (if the course coordinator agrees)

Final choice of commissioner and assignment- Discuss your options and ideas in a meeting with the course coordinator- Together we can choose the 'best' commissioner, topic and fill-in (some) PVS details- Acceptance is case dependent: Content, balance between practice and science, your level of pre-knowledge, available supervision (expertise)

Don’t wait until the last moment to organize these things

> Advised deadline: Have a commissioner in week 5 of the course period (end of P0)

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4343Project Vision and Scope document (PVS)

Purpose- Team consensus- Shows that topic and commissioner are interesting (science, practice)- Convinces supervisors + course coordinator about your interest- Align (y)our intentions and expectations

- About 20 pages- Discussed / mandated / accepted in the kick-off meeting- Guarantees feasibility (goal, scope, questions, methods, time)- Not used as blueprint

Planning: Project time-line

- Final version graded (2 EC). Sufficient (V) = organize a kick-off meeting

- PVS template on Brightspace

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Weekly supervision (who)

You need supervision by the commissioner and by the TUD

The course coordinator invites the 2 weekly TUD supervisors

The supervisors are from 2 of the 3 TIL faculties

The supervisors are usually assistent professor/lecturer/postdoc. By exception a full professor is willing to supervise, but likely on a bi-weekly basis. PhD students are notinvited

A commissioner chooses its coaches independently. In a very small number of cases external coaching is not sufficient. Contact the course coordinator to solve this

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Weekly supervision (what)

- Guidance, scoping- Specific content (thesis reports, literature, methods, data, other projects)- Assessment of quality, grading

Weekly supervision (communication)

- Meetings with the supervisor(s) of the commissioner- Meetings with the TUD supervisors- Do not plan last minute meetings with supervisors. Plan at least 1 week in advance- Send emails to both TUD supervisors- Email document well in advance (agree with your supervisors)- Clearly mark the changes in your reports- Put temporary questions in your report (as ‘comments’) to guide the discussion- Add meeting links (zoom etc.) to your emails with documents

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8. Execution: P2

- PVS as product nr. 1

- Experience the challenges of a MSc thesis project (content + process)

- Experience of a future job / intensive internship

- Develop innovative solutions: Be creative, think out of the box

- Different from other courses:* Lecturer chooses topics, direction/scope, methods, application, (exam, 'good' answers), 1-2 persons grade your work, no discussion; a onesided affair* In this course you are the active party. Your supervisors are advisors. They determine your grade, but you can do a lot to get a good grade and you can also reflect on it

4747Academic standards:* Generic requirements: Motivate any (problem) statement, research or design question, reasoning, conclusion, recommendation or (popular) summary. Support it by theories, methods and data* Rich toolkit: Apply knowledge, experience and tools from all relevant TIL- and BSc courses (which you have passed)- Logical set-up: Research first, then design

Academic independence, no consultancy:* Critical approach: A good advisor is always positively critical* You work with, but not for the commissioner

* You have to find a balance between their and TUD's requirements- Practice = simple, fast forward- Science = complex, slow, sometimes too theoretical

This is challenging, discuss this with all supervisors right from the start

> Do not focus on the commissioner, forget the TUD and hit a wall in the MT meeting

48489. Grading

P1: Grading form on BrightspacePass (V) = entry to P2Fail (O) = improve, re-assessment, etc.

P2: Grading rubric on Brightspace- Formative assessment: Before the FP meeting- Summative assessment: In the FP meeting- Grading by all the supervisors and the course coordinator- Procedure -> Read 11. Meetings

Marks is in OSIRIS right after the FP meeting

Procedure >> next page

4949Grading procedure

Final mark- Decided in a 20 minute break between all supervisors and the course coordinator- Based on the criteria and weighting of the grading rubric- Reflects consensus. The coordinator has the last word, after carefully weighing all the arguments given by the other members

- When you are called back in the break-out room, you will hear the marks with an explanatation by the coordinator. After the meeting you wil receive the filled-in rubric with detailed comments - Marks are given as full or half points- To pass the course, your mark should be at least 6. A lower mark means that you have to carry out an individual assignment directly after the course in an agreed period of time or you have to repeat the course- If we receive any signal or prove (e.g. from your logbook) that one of you contributed substantially below the team average, then we may give him or her a lower mark with a motivation. This does not relate to leaves or holidays discussed with and agreed by the course coordinator. You can internally decide how to compensate for these events

5050Provisions regarding grading

1. A summative assessment is one-sided, which means that the mark is not based on self-assessment. You may object to the motivation during the FP-meeting. We will then discuss your arguments. We will only accept arguments that concern your work and coaching. The amount of time spent is not relevant, because all teams spend a similar amount of time on the project. The impact of this mark on your average mark for other courses is also irrelevant

2. 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 mentioned criteria and comments given by the assessment team in full depth. This procedure may take up to two weeks. As a result, any of the submarks may either by increased or lowered, with subsequent consequences for the final mark

3. If the company supervisor does not attend the final meeting, then he/she should email his.her grading rubric to the course coordinator before the meeting. If this does not happen, then we can either determine the final mark after the FP meeting or decide the mark without him/her. The choice is up to the team

51514. 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 or its motivation, either in person or by other means to you after the meeting. Nothing discussed during the break in which the grade is determined shall be made public by any of the members of the assessment committee. Should this happen, then this 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 Examiners. In that case, the standard time frame is applicable

5. Unethical behaviour (concerning the mark)If the coordinator experiences unusual behaviour in any form or by any means during the project, then he will send a complaint to the Board of Examiners and the Committee for Ethics. Examples of such behaviour are:- Behaviour that he considers as intimidating, agressive or lack of respect for his authority- A request to the coordinator to reconsider and change the mark after the FP meeting

525210. Course coordinator: The one stop shop for the course

- Information: Course manual, Brightspace, TIL website, Course base, Dispuut Verkeer- Account management (customers in business and government; project ideas by TUD lecturers)- Non-legal issues: enrolment, team formation, choice of commissioner, topic, supervision, project planning- Administration of grades (OSIRIS) - Archiving of meeting notes and FP-reports- 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 Examiners

- Content expert, weekly supervisor- Chairman: KO-, MT- (if weekly coach), GL-, FP-meetings- Assessment: P1, P2- Monitoring: MT-interviews, other. Intervention in case of unusal team dynamics

535311. Meetings

Team meetings (P0/P1/P2)- As many as you prefer, but online- (Discuss a) change (of) roles of chair(wo)man, secretary etc. (weekly)- Makes notes for yourself and maintain your project logbook *on Brightspace- Read section 13. Teamwork

Weekly meetings with TUD supervisors (P2)- Always invite both TUD supervisors. If agenda's don't allow, keep both informed- Skip a meeting if you made no progress- Don't ask for 'overnight' appointments, agenda's are tight and we need time to read, otherwise you won't get what you expected and both sides will be annoyed- Make notes and email them (including action points) to your supervisors

Weekly meetings with the commissioner supervisor (P2)- Inform your weekly TUD supervisors if the commissioner does not provide agreed documents or data or access to his/her colleagues (on time). Inform the course coordinator if 'complaints' don't work- Make notes and send them (including his/her action points) to your supervisor

5454In the beginning you expect a lot from TUD's supervisors and dissatisfaction lies around the corner, but don't forget that you know more about the case than we do. But, if we can read documents and discuss with you, then we will be able to advice you as good as we can

KO-, MT-, GL- and FP-meeting- Team organises each online meeting- 1 hour (KO, MT, GL), 1,5-2 hours for FP- All team members (expect for a special reason)- Invite commissioner- and TUD supervisors + course coordinator (except MT when he is not one of the TUD supervisors)- If a supervisor can't attend, ask to send his/her comments (and for FP also a filled-in grading rubric) to all participating supervisors

- Agenda: Topics, team dynamics, questions, action points previous meeting, planning

- Presentation with sheets

- Report. Mark changed sections or mention changes in your email- Email your report 1-2 days before a progress meeting and 2-3 days (excluding weekends) before the KO-, MT-, GL- and FP-meeting

5555Kick-off meeting- To meet each other (for the first time)- Discuss and agree on PVS, use comments for your project report- Balance science-practice- Belbin test summary *on Brightspace- Plan next progress meeting with TUD supervisors- Reserve date + time for MT-meeting

Mid-term (MT-) meeting- Course coordinator does not attend, unless he is also a weekly supervisor, but you may invite him if something is lacking in supervision or if your team dynamics needs improvement- Progress: Ideally, your analysis is finished, we can also discuss your design ideas- Feasibility of next steps, re-scoping, adapting research questions, data availability

Mid-term interviews- 1:1 with course coordinator or his substitute (e.g., Paul Wiggenraad, John Baggen)- 10-15 minutes each- Discuss: Your opinion about project status, content in brief, team dynamics, planningAre you happy with where you are, how you cooperate, with division of tasks etc.?The ways decisions are made? Does everyone contribute?> Confidentiality

5656Greenlight meeting- Presentation: Summarize what you did until the MT meeting, focus on requirements, show how they lead to the designs, discuss impact of designs, conclusions (and recommendations)- Greenlight report, discussion in 2 rounds (general impressions, detailed discussion)- It is not common that things will change in a major way, but expect a lot of detailed comments, as the final results are now better visible- Progress, status (green/yellow/red - read the Grading Rubric before the meeting, it will implicitly be used- Make a list with agreed (= feasible/necessary improvements) and email it to us- Team dynamics and supervision can be discussed- In case of a yellow light, a greenlight+ version can be asked for. This is then assessed and the go/no go decision is sent by email

5757Final presentation and defence meeting- Agenda on next page- Course coordinator is chairman- Final report (pdf) + grading rubric 2-4 days before the meeting. Ask all supervisors to fill in the rubric before the FP meeting (not send around, but use it in the break)- Acknowledgement, normal / executive summary of 5-10 pages- Main text- Appendices: Details of stakeholder analysis, tools, data, formulas, team reflection, logbook *on Brightspace, PVS- Length: Try to write a lean report, telephone books are not favoured and cost you a lot of time. Shorter is better. Submark in grading rubric for report length- Individual reflections are not in the report, but sent by individual emails; content is confidential. Describe your experience and opinion about content, team performance, coaching, the course itself, your learning points and personal achievements, any other things you like to share and the overall experience. You may be (self-)critical), but never personal; 1-2 pages

- Presentation ->>

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Presentation with all supervisors:

- Summarize what you did until the GL meeting, focus on improvements you made and things you added- Functional, appealing, convincing and clarifying; you sell your work here- Several presenters- All team members actively defend the work- Decide on roles before the meeting, don't let others do all the work

Presentation for the company:- Frequently on-site- With supervisors, other experts and higher management - Usually very rewarding

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 (20 min)8. Marks given with explanation and if necessary discussion (10 min)9. Closure.

595912. Planning

Will be discussed in lecture C3

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13. Teamwork

- Do a Belbin test- Discuss your expectations before and during the project- Organise a social event to get to know each other (better)- Appoint contacts for communication with commissioner supervisor, TUD supervisors, course coordinator- A critical mind is good, but don't overdo it- Listen to each others arguments- Discuss negative behaviour- Accept that nobody is perfect- Decision-making can be done via consensus or by appointing a project leader- Distribute responsibilities - team roles based on Belbin or experience- Divide the tasks, make subteams- Experiment a bit with new/unfamiliar roles- Attend meetings with supervisors with as many as possible- Keep a logbook during the project- Make minutes of meetings- Team work is about sharing the work, not to stick with your own task and forget the others - be available and help each other- Finish your task on time. Excuse yourself when you can't and compensate asap- Remove your project from a cloud server once finished

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Don’t be surprised if a satisfied customer tells you that they are going to implement your solution(s), even while you are still busy finishing your final report. Delivering a product based on scientific methods with a high practical value is of course very rewarding.

62References1) Elm, P., Goldenson, D.R., The business case for systems engineering study: Results of the systems engineering effectiveness survery, Carnegie Mellon University, Software Engineering Institute, https://resources.sei.cmu.edu/asset_files/SpecialReport/2012_003_001_34067.pdf.Sage, P.A., & J.E. Armstrong Jr., 2000, Introduction to Systems Engineering, John Wiley & Sons, Inc., N.Y.Wikipedia, https://en.wikipedia.org/wiki/Systems_engineering, 2020.2) C. L. Dym, P. Little, and E. Orwin, 2014, Engineering design: A project-based introduction, John Wiley and Sons, 3rd edition.3) Harvard Gutman Library, Literature review, http://guides.library, harvard.edu/literaturereview.4) Youtube, https://www.youtube.com/watch?v=zGPiYSp61qs, 2020.5) Beemster, F., et al., Biocoal terminal logistics, TIL Design project, 14-02-16, Delft.6) Syque, IDEF0 - Part 1 (understanding it), http://syque.com/quality_ tools/tools/Tools19.htm, 2020.7) Young, R.R., 2004, The requirements engineering handbook, Artech House (p. 1). Visit also http://sebokwiki.org/wiki/Stakeholder_Needs_and_Requirements.8) Childs, P., https://www.coursera.org/lecture/creative-thinking-techniques-and-tools-for -success/ principles-of-morphological-analysis-6WMiS, ICL, 2020.9) Ford, R.M., & C.S. Coulston, 2007, Design for Electrical and Computer Engineers, Theory, Concepts, and Practice, Boomerang Books (p. 57-60).

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63Other literature

De Bono, E., Simplicity, Penguin, 1999.

Childs, P., https://www.coursera.org/learn/creative-thinking-techniques-and-tools-for-success#syllabus, ICL, 2020.

Roller, C., The nature of choice sets and their effect on decision making, http://www.uxmatters.com/mt/archives/2011/02/the-nature-of-choice-sets-and-their-affect-on-decision-making.php, 2020.

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64Success!Questions?

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