HES-SO TEAM ACADEMY

HES-SO Valais-Wallis - Le Foyer - Technopôle 1 - 3960 Sierre +41 75 431 32 43 - [email protected] - www.teamacademy.ch

HES-SO TEAM ACADEMY INTRODUCTION

September 16, 2019

………… ........... …………

is beginning a new learning experience!

#TeamAcademy #HESSO #HESSOvalais

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Learning by doing

The HES-SO Team Academy is part of the Business Administration Bachelor. Launched in 2017, this unique program in Switzerland is inspired by the Finnish "Tiimiakatemia" methodology developed by Johannes Partanen. Teampreneurs (Team Academy students) will carry out real projects for companies or develop their own projects. This new pedagogical model results in a high degree of autonomy and responsibility, and you will develop your own learning contract. You learn how to define your objectives and develop an action plan to achieve them. The objectives of each teampreneur are transmitted to the team in order to encourage the sharing of experiences. In addition, each of you is responsible for recording all of your learnings and related skills in a document called the "learning journal". The projects will allow you to develop practical skills and generate revenues. This demonstrates your team's ability to create added value for customers or partners. Each team defines its own rules for managing the financial results achieved. If there are any profits, they are used primarily for the planned annual learning journey and for setting up new projects.

The purpose of the learning journey is to meet other teampreneurs within Team Academy's international network and to develop international projects with them. Moreover, they allow you to develop commercial and interpersonal skills in an international context.

The Tiimiakatemia methodology is based on three fundamental pillars of learning (Figure 1):

Figure 1: Three ways of learning1

1 https://www.slideshare.net/alizartza/introducing-team-academy-finland

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The "rocket model"

The Team Academy's pedagogical model is based largely on the "Rocket model". This model is built upon three fundamental pillars :

• in a team (dialogue, learning with others, etc.)

• in the company (carrying out projects, management, etc.)

• individual (development of personal skills, etc.)

Figure 2: Rocket model2

As you develop, your team grows into the Rocket model. In the first year, you learn to learn and acquire the basics of the different subjects. Then you develop your leadership and gradually create your own projects. This allows you to acquire new skills in order to become real managers or entrepreneurs thanks to strong practical experience and theoretical knowledge.

The objectives of the 3 years The first year is devoted to a kind of "unlearning" of methodologies you have usually practiced so far (success mainly based on individual exams by branch). As a teampreneur you learn to be autonomous and must acquire basic skills on different topics. It is also during this phase that you set an individual learning contract and team objectives. However, rather than "unlearning" we should talk about "hyperlearning", you will discover a way of learning beyond known models! In the second year, you develop more specific skills and become very independent. You consolidate a key attitude discovered in the first year: success depends on daily contact between the local economic system and potential customers. Your learning in self-organized mode accelerates. In the last year each teampreneur is at ease in the development and implementation of projects as well as building and managing customer relationships. You are now aiming for innovation and "entrepreneurial action"!

2 The Team Coaches' s Best Tools, Johannes Partanen, Partus 2013

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Team Academy's vision, mission and values The core element of the HES-SO Team Academy’s pedagogical model aims in 3 years to develop your entrepreneurial leadership (Figure 3). It’s built on two axes: one goes from your autonomy to that of cooperation within a powerful team. The other axis is characterized on the one hand by your effective management of current affairs and on the other hand by your courage to move towards innovation. From day one, you no longer sit behind a school desk, you take charge of your training and carry out projects - your projects. Each project is set up and managed in teams of at least 3 persons. All projects are consolidated at the level of the Team Company, which manages its project portfolio and the related financial flows. Through these projects, you develop interpersonal skills and know-how that will be complemented and reinforced by the expertise provided by professor-coaches or external experts.

Figure 3: Entrepreneurial leadership adapted from Friend Leadership3

Vision : The HES-SO Team Academy is a well-known team community, recognized in Europe for its innovative pedagogical approach. Each teampreneur is responsible for developing the 21 key competencies targeted by the Team Academy program at a professional level. We aim for each of them to develop their own potential and obtain a Bachelor's degree in Business Administration.

Mission : At the end of this 3-year training, each teampreneur will have taken charge of his/her learning process. He/She will have developed theoretical and practical knowledge in order to become a responsible manager or entrepreneur. Thanks to their entrepreneurial leadership, HES teampreneurs are able to positively impact the eco-system in which they operate.

Values: autonomy, authenticity, benevolence (“caring for”), dialogue, pleasure, responsibility, right to make mistakes and proactivity.

3 Friend Leadership A Visual Inspiration Book, Heikki Toivanen

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The evolving study plan of the Business Team Academy program of the HES-SO – 3 years - BscBA This study plan allows you to become an actor in your training. While ensuring an increase in the time spent on projects, you must at the same time organize and participate in "training sessions", depending on the needs revealed by the projects or simply to acquire new knowledge. Completed by readings of your choice, this knowledge together with tools will crystallize into the realization of the projects.

Figure 4: Evolutionary study plan of the Team Academy program

The principles of evaluation Within the Team Academy program, promotions are made annually in the first year, then each semester for the second and third years. Semesters 1 to 6 each contain 2 modules. The 6th semester includes, in addition, a module for the bachelor's thesis. Promotions for semesters 1 to 5 are based on 2 main modules per semester:

- the "Learning path" module must reflect / measure the quantity and type of actions carried out by the teampreneur during a semester.

- the "Portfolio of competences" module must reflect / demonstrate the teampreneur's level of acquisition of each of the 21 competencies covered by the Team Academy program.

The operation of the two modules is described below:

1. "Learning path" module: Each teampreneur is responsible for documenting his or her journey through a personal learning journal or portfolio. This module contains 5 elements per semester, as well as an additional element (learning journey) for semesters 2, 4 and 5. This module is divided as follows:

Active participation • Dialogue Sessions (DS): Twice a week, all team members and their team

coach meet for three to four hours to discuss and exchange with each other. The topics of the sessions can be used both for the exchange of knowledge and experience as well as for the definition of objectives and the organization / functioning of the team

• Training Sessions (TS): In cooperation with the team coach, the team members plan and organize the training sessions during the semester as a team. For each of the training sessions a specific topic is chosen (see the list in the module description) and learning objectives to be achieved in teams are set.

• Learning Journeys (LJ): During semesters 2, 4 and 5, teampreneurs must organize and participate in a trip / exchange within the Team Academy's international network, or possibly in another entrepreneurial and learning context. Proof of learning

• Applied Projects (AP): Teampreneurs must carry out projects in teams (at least 3 people) and get in touch with the market and real customers. For each project, a qualitative and quantitative follow-up of the results obtained is established and made available to all teampreneurs and the team coach.

• Individual Readings (IR): In accordance with the themes addressed in the dialogue sessions or training sessions, or following the problems encountered in the realization of projects for the Team Company, each teampreneur undertakes to regularly complete his level of knowledge through readings and to transmit the content of his/her learnings to his/her team (directly in DS or through a form of "booktubing").

• Reflective Articles (RA): This individual document shows the scope of the learning achieved by the teampreneur through different training sessions, individual readings, projects, coaching sessions and learning journey. It is also for the teampreneur to develop a constructive and critical posture on the development of his/her skills, in an organized and structured written form.

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Evaluation of the "learning path" module:

For participation and contributions to dialogue sessions (DS), training sessions (TS) or learning journey (LJ), the teampreneur accumulates validated points. In the same way for the individual readings (LI), the writing of reflective articles (RA) and carrying out applied projects (AP), a number of points is awarded to the teampreneur according to pre-established criteria for each validated activity.

For each semester, a minimum number of points is set and on this basis the ECTS credits related to this module are acquired or not. For this "learning path" module, each semester, teampreneurs must, to obtain a mark of 4, demonstrate via their individual learning log the acquisition of at least 100 points. The distribution of points requested for each part of the module may vary from semester to semester. The points are validated twice a year via a 360° evaluation.

2. Portfolio of competences Module: The "portfolio of competences" module is based on the 3 pillars of the 21 competences covered by the Team Academy program:

Figure 5: 21 competences targeted by the Team Academy program

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Evaluation of the "portfolio of competences" module:

Each teampreneur is evaluated on the 21 competences covered by the Team Academy methodology. For each of the competences, a development level ranging from "beginner 1" to "professional" has been established. During the bi-annual evaluation, the teampreneur must obtain the minimum level previously defined:

- 1st semester: beginner 1 - 2nd semester: beginner 2 - 3rd semester: advanced practitioner 1 - 4th semester: advanced practitioner 2 - 5th semester: between advanced practitioner 2 and professional - 6th semester: professional

For this module, each semester, the teampreneur must demonstrate through his/her portfolio the progress achieved for each of the 21 competences and thus obtain a minimum number of points defined according to a grid. At the end of each semester, the 360° evaluation makes it possible to recognize the teampreneur's level of progress on a scale: beginner 1 - beginner 2 - advanced practitioner 1 - advanced practitioner 2 - professional. The establishment of this 360° is done through self-evaluation, peer evaluation and a final validation by coaches and an external expert. In case of repetition or remediation, a repetition or accelerated remediation plan may be proposed to the teampreneur. This must be carried out and validated at the latest by the end of the following semester for the first year or before the beginning of the following semester for years 2 and 3.

The number and distribution of ECTS credits between these two modules, "learning path" and "portfolio of competences", evolve from year to year (see Figure 6 below) to reach a total of 180 ECTS at the end of the training. Gradually, the weighting of ECTS shifts mainly to the acquisition of skills:

Figure 6: Evolution of ECTS by module (1 ECTS = approx. 30h)

The evaluation criteria and procedures are presented in the following chapter. The available module descriptions as well as the level descriptions for each skill (21) are available on cyberlearn / Hazu.

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The principles of evaluation

1. Evaluation of the "learning path" module (1st year): The teampreneur must obtain at least 100 points on this module per semester, with at least the points indicated under "minimum" in the following table:

Semester 1 Semester 2 Parts of the module Evaluation Minima Maxima Minima Maxima Dialogue Sessions (DS)

0.75 point per DS followed

21 points (28 DS)

24 points (32 DS)

21 points (28 DS)

24 points (32 DS)

Training Sessions (TS)

2 points per TS followed

12 points (6 TS)

- 10 points (5 TS)

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Individual Readings (IR)

2 points for any presented and validated reading

12 points (6 books)

- 10 points (5 books)

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Applied Projects (AP)

0.2 point per hour validated by the CP

40 points (200 h)

60 points (300 h)

20 points (100 h)

30 points (150 h)

Reflective Articles (RA)

5 points per AR (3 to 6 pages) validated by the coach

15 points (3 RA)

- 15 points (3 RA)

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Learning Journey (LJ)

24 points for active participation in LJ

24* points (120 h)

24 points (120 h)

Minimum total 100 points 100 points * if part of the LJ is already performed during semester 1, the points are balanced with the APs (1 LJ day = 8 AP hours)

2. Evaluation of the "learning path" module (2nd year): The teampreneur must obtain at least 100 points on this module per semester, with at least the points indicated under "minimum" in the following table:

Semester 3 Semester 4 Parts of the module

Evaluation Minima Maxima Minima Maxima

Dialogue Sessions (DS)

0.5 point per DS followed

14 points (28 DS)

16 points (32 DS)

14 points (28 DS)

16 points (32 DS)


2 points per SF followed

8 points (4 TS)

- 8 points (4 TS)

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10 points (5 books)


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0.2 points per hour validated by the CP

53 points (265 h)

80 points (400 h)

29 (points) (145 h)

44 (points) (220 h)


5 points per AR (5 to 10 pages) validated by the coach

15 points (3 AR)

- 15 points (3 AR)

Learning Journey (LJ)

24 points for active participation in VA

24* point (120 h)

24 points (120 h)

Minimum total 100 points 100 points * if part of the LJ is already performed in semester 3, the points are balanced with the APs (1 LJ day = 8 AP hours).

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3. Evaluation of the "learning path" module (3rd year): The teampreneur must obtain at least 100 points on this module per semester, with at least the points indicated under "minimum" in the following table:

Semester 5 Semester 6 Parts of the module

Evaluation Minima Maxima Minima Maxima

Dialogue Sessions (DS)

0.25 point per SD followed

7 points (28 DS)

8 points (32 DS)

3 points (12 DS)

4 points (16 DS)


2 point per SF followed or 8 points for a secondary option followed

8 points (4 TS)

- 0 points (0 TS)

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10 points (5 books)


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0.2 points per hour validated by the CP

36 points (180 h)

54 points (270 h)

39 (points) (195 h)

59 (points) (295 h)


5 points per AR (5 to 10 pages) validated by the team coach

15 points (3 AR)

- 10 points (2 AR)

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Learning Journey (LJ)**

24 points for active participation in VA

24* points (120 h)

24 points (120 h)

Minimum total 100 points 60 points *if part of the LJ is performed during semester 6, the points are balanced with the APs (1 LJ day = 8 AP hours).

** Or another learning experience that allows the realization of a learning project in a different cultural or entrepreneurial context with well-defined learning objectives, the implementation of an agreed project and with the whole team between the teampreneur, the team coach and the Team Academy program manager

4. Evaluation of the "portfolio of competences" module (1st year): The teampreneur must obtain:

• Semester 1: min 14 points o At least 14 skills at beginner level 1 or higher

• Semester 2: min 28 points o At least 14 skills at beginner level 2 or higher

Semester 1 Semester 2 Evaluation Minima Maxima Minima Maxima 360° evaluation of the 21 competences (self-assessment, 3 to 5 teampreneurs drawn at random, coaches and experts)

Have achieved the levels mentioned above out of 21 competences

14 points (beginner 1)

- 28 points (beginner 2)

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5. Evaluation of the "portfolio of competences" module (2nd year): The teampreneur must obtain:

• Semester 3 (cumulative conditions): min. 53 points o at least 14 skills at advanced practitioner level 1 or higher o maximum 3 skills at beginner level 1 and 0 at novice level

• Semester 4 (cumulative conditions): min. 74 points o at least 14 skills at advanced practitioner level 2 or higher o maximum 3 skills level beginner 2, 0 to novice and beginner 1



53 points (advanced practitioner 1)

- 74 points (advanced practitioner 2)

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6. Evaluation of the "portfolio of competences" module (3rd year): The teampreneur must obtain:

• Semester 5: min. 81 points o At least 7 skills at the advanced practitioner level 2 and 7 at the

professional level o maximum 3 skills at beginner level 2, 0 at novice level and beginner level

1 • Semester 6 (cumulative conditions): min 95 points

o At least 14 professional skills o maximum 3 skills at advanced practitioner level 1, 0 at novice levels,

beginner 1 and beginner 2



81 points (between advanced practitioner 2 and professional)

- 95 points (professional)

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Allocation of points for the different levels of competences:

• "Novice *": 0 point • "Beginner 1": 1 point • "Beginner 2": 2 points • "Advanced Practitioner 1": 3 points • "Advanced Practitioner 2": 4 points • "Professional": 5 points

*The "novice" level applies when a teampreneur has not demonstrated the beginning of learning a skill.

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The Team Academy Toolbox Team Company: The teampreneurs of a cohort constitute a Team Company. Each teampreneur is responsible for the proper functioning of the Team Company. The latter manages a portfolio of projects that are carried out in teams of at least 3 persons.

Notebook: This is a 100% personal notebook. It allows during a dialogue session, project, training or during a 24-hour customer / visit / meeting, etc. to crystallize and note: learnings, insights / discoveries, feedback received, questions, ideas, tips, thoughts before speaking, etc..

Check-in: At the beginning of each dialogue session, the teampreneurs carry out a check-in. It is a kind of “tour de table” that allows a quick contact with the team. Everyone expresses their current state of mind, either an emotion or another element they wish to share. Check-out: At the end of each dialogue session, the teampreneurs carry out a check-out in order to share as a priority the main learning and possible feelings / questions or other insights / feedback that they have recorded in their notebook. Learning contract: Teampreneurs define their learning plan in a formal way through a contract. In particular, it contains the individually determined objectives, updated every 6 months. Portfolio or journal: Teampreneurs record all the work in a digital journal: key indicators, learning contracts, writings, reflexive articles, etc. It is the memory of the activities and learnings achieved and must demonstrate the teampreneur's progress on the 21 competences covered by the program.

24h or 48h customer: A company or an organization can offer teampreneurs a challenge to be met in 24/48 hours. As soon as it is completed, the customer decides the amount that will be paid for this service, taking into account the quality of the work and experience

provided.

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Houston calls: Twice a semester, the teampreneurs of the different Team Companies (on site or outside if partnerships) meet and present the progress of their projects. Turnover, number of book points, number of customer contacts and other more qualitative indicators are presented.

Company visits: Company visits allow teampreneurs to learn from the experience of other entrepreneurs, in parallel with the development of their own entrepreneurial projects. Company visits can be combined with training sessions.

Inspirational meetings: The teampreneurs invite well-known personalities to the

course in order to exchange with them about their experiences. The inspirational meetings can be combined with the training sessions. Book points : In order to validate the knowledge acquired during the training sessions, the teampreneurs must carry out individual readings (IR) on the topics covered. Each of these readings must be the subject of a "transfer" which will then be validated by the coach. A reading list (book of the books), made up of selected books, is available to teampreneurs. Evaluation method: 360° evaluations of teampreneurs take place twice a year. The latter are evaluated individually, by peers, team coaches and external experts on a scale from "beginner 1" to "professional" for each of the 21 competences. Birthgiving: This is a time when the team “gives birth” / creates new learnings. The following four rules must be respected:

• Knowledge is created together by all participants • Everyone must be involved in the process • The team gives birth to the knowledge created in the path it has chosen • The audience must be in an active role during birthgiving • The form must be original and fun

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Pre-motorola: Before each important action (project, training sessions, 24h client, inspirational meeting, etc.), the team members create a pre-motorola individually and as a team in order to prepare for the action by identifying their areas of trust and fear. This is an opportunity to set up tasks that allow them to prepare their actions as well as possible.

Motorola: After each important action, the teampreneurs create an individual and team motorola. It makes it possible to analyze what has happened (errors, successes, learning, etc.) in order to recognize "certain limits" as a priority and set out the things to be done to progress.

These are examples of motorola and pre-motorola. Evolving these models (and all the others) does not jeopardize your "mental health".

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The main principles of dialogue Dialogue is a reflective team activity in which everyone must:

Figure 7: The principles of dialogue

The individual learning contract The questions to ask yourself:

• What is my past? • Who am I? What are my strengths? What are my weaknesses? What are my values?

What are my beliefs? • Who do I want to become? What strengths do I want to develop? What do I want to

give up? • What actions do I need to take to become the person described in the previous point? • What evidence will I see when I arrive? What are the indicators that will show me that

I have arrived? The characteristics of a good objective:

• Specific and desirable • Measurable and achievable • Achievable through personal actions • Positive for oneself and others

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Emotional map Every situation we experience brings us emotions. These, although we can learn to control them, have a strong impact on our state of mind and on the people with whom we are in contact. In a non-violent communication logic, a fundamental element of the Team Academy, it is important to be able to identify your own emotions.

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Figure 8: The Emotions Map

Kolb's learning cycle Kolb's learning cycle is a model that allows everyone to develop and demonstrate their skills through experiential training. This makes it possible to link practice with theory on the one hand and reflection with action on the other. Making the links between these different forms of learning is essential in the learning path within Team Academy.

Figure 9: Kolb's learning cycle (based on Education and Training Review)

Reflective articles and readings The model proposed by Kolb above is an essential basis for writing your reflexive articles. It allows you to discuss and argue in a reflexive way the questioning and the subject chosen for your article. This is done in the light of the 4 key elements of the model: practice, observation, concepts and new hypotheses. In an individual reading, you focus more on the "conceptualize" and "hypothesize" parts of Kolb's model. The objective is to identify within your readings, tools, methods and theoretical concepts that will allow you and/or the team to make new experiments in the projects and within the Team Company.

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The individual learning portfolio or journal The objective of the portfolio is to demonstrate to experts, coaches and team members the different levels of skills you have acquired since the beginning of your training. The form of the portfolio is free, it is your "masterpiece"!

The portfolio should contain the following elements:

1. Introduction :

• Key figures (1 page) • semester learning contract

2. Presentation of the activities:

• Summary of Reflective Articles (RA), Individual Readings (IR), Training Sessions (TS), Dialogue Sessions (DS), Learning Journey (LJ), Applied Projects (AP): The objective is to ensure that any external expert discovers your activities in an attractive or original way. For this purpose, you have a maximum of 1 to 2 pages per category. For APs, only the 3-4 most important projects in terms of investment hours are to be presented.

3. Demonstration of competences: • self-assessment on the 21 competences with reference to the RA, IR, TS, DS, LJ, AP

which showed the development of the competencies. The objective is not to have a checklist of the activities carried out (I did 1 reading on the subject) but to demonstrate the development of skills (by reading Book XXX, I learned XXX and tested it during XXX). It is important that you talk about YOUR learnings through the activities presented above.

4. Appendices

• 1 RA and 1 IR (asynchronous delivery) of which you are most proud of and where the learning has been greatest.

• In addition, depending on the groups that will be formed for the evaluations, the team coach will define some project reports that will be sent to the experts.

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The community board The "community board" aims to encourage exchanges between the Team Companies within the program and to animate the Maison de l'Entrepreneuriat. It is composed of:

• 1 representative per Team Company chosen by the team • The academic collaborator of the Team Academy program

The goals of the community board include the following:

• Stimulate the dynamics between teams • Community building (Team Academy, team companies, Maison de l'Entrepreneuriat,

Technopôle,...) • Maintain and manage the library • Coordinate inter-team projects (24h client, etc.) • Coordinate actions within the international network of the Team Academy • Coordinate the logistical needs of each team company • Ensure proper use of space / premises • Organize Houston Calls • Organize a New Year of Entrepreneurship

The community board meets in an ordinary session at least once a month and is convened by the academic collaborator. Depending on the proposed agenda, guests may participate in these sessions. In addition, representatives of Business eXperience, 2pack and Junior Enterprise may be regularly invited to these sessions.

Team representatives receive 15 project hours per semester for their participation in the community board.

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