Study Guide

SIOEEA3
Systems Engineering and Design 3A
Department of Electrical and Electronic Engineering Science

Faculty of Engineering and the Built Environment

2025
Lecturer: Prof. Johan Meyer
 FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT
QUALITY
MODULE DETAILS ASSURANCE
FORM 2
(This information MUST match Faculty/Departmental documents)

Module Department: Electrical and Electronic Engineering Science

Module Name: Systems Engineering and Design Module Code: SIOEEA3

Previous / Equivalent UJ
SIOEEA3
Module Codes:
Programme(s): Electrical and Electronic Engineering

Module Information
First (Jan-
NQF Level: 7 Exit Level: Y Semester: Curriculum Year: Third Year
Jun)
Assessment Type: Continuous Calculation Criteria:
Prerequisite
None
Module(s):
Purpose: To expose the student to the principles of Systems Engineering and teamwork
Content: Social styles, Principles of Systems and sub-systems, Functional and non-functional
requirements, Introduction to Systems Engineering, and Requirements Engineering. Principles of
teamwork.

Module Credits and Knowledge Area Breakdown

Total Duration of Total Duration of Total Duration of Total Duration of Total This variable Hours of
number of a lecture number of a tutorial number of a practical number of a contact assignment is fixed: exam or
lectures (hours) tutorials (hours) practicals (hours) other session non-contact 1 hour other
contact (hours) hours additional
sessions assessment

L TL T TT P TP X TX A TA E
28 0.75 0 0.75 42 0.75 0 0.75 2 3 0

ML 2 MT 1 MP 1.33 MX 1 --- ME 1
Course Credits 9.0
Mathematical Natural Engineering Design and Complementary
50% 50%
Sciences Sciences Sciences Synthesis Studies

ECSA Exit-Level Graduate Attributes/SAQA Critical Cross-Field Outcomes

GA 1 GA 2 GA 3 GA 4 GA 5 GA 6 GA 7 GA 8 GA 9 GA 10 GA 11
CCFO 1 CCFO 2 CCFO 3 CCFO 4 CCFO 5 CCFO 6 CCFO 7 CCFO 8 CCFO 9 CCFO 10 CCFO CCFO
11 12
Develops
toward Exit D D D D D D D D D D
Level?
Assesses
Outcome at
Exit Level?

Prof J Meyer February 2025

Assessor / Lecturer Signature of Assessor / Lecturer Date

Head of Department (HoD) Signature of HoD Date

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Lecturer Details:
Name: Johan Meyer
Office: B2Lab212, APK campus
E-Mail: [email protected]
Consultation hours: By appointment

Class Schedule:
The module is presented during one lecture and one practical session per week. All the lectures will be presented in
English. Class attendance is compulsory and shall be assessed.

Lectures MO12, MO13 Mondays 17:10 to B2 Lab 219

18:45
Practicals WE9, WE10, WE11 B2 Lab 219
Wednesdays 15:30 – 18:05

Knowledge Area Credits Breakdown:

Due to the complexity of the project class and practicals may be interchanged. This module will require the following
time from the students:

Description: Course content:

Total class periods: 2 x 14 weeks = 28
Duration of period: 0.75
Total hours of class for 21 hours Theory & discussions
module: (contact)
Total hours work outside 2 periods x 14 21 hours Preparation
lecture per lecture hour weeks x 0.75
Total hours class: 42 hours
Total practical periods: 3 x 14 weeks = 42
Duration of period: 0.75 31.5 hours Systems Engineering
implementation
Total hours outside 14 * 0.75 10.5 hours Preparation and reports
practical periods
Total hours of practicals 42 hours
for module:

Total number of hours for 84 hours

module completion:
Assignments 2 * 3 hours 6 6 hours
Credits for module: 9.0

Course credits: 9.0

Complimentary Studies: 50%  4.5 (45 hours)
Design and synthesis: 50%  4.5 (45 hours)

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The two primary knowledge areas that are developed in this course are Engineering Science (4.5 credits) and Design
and Synthesis (4.5 credits).

Design and Synthesis:

The students are taught design principles using systems engineering methods. A project is conducted where the
students design and construct a device as part of a project team.

Complimentary studies:
The project is chosen to have an application outside the field of engineering and cross-disciplinary consultation is
required. The module assesses the teamwork ability of students and to that extent the students are taught teamwork
principles, the social dynamics of teams and the social styles of individuals. Reflective report writing is developed in
the module.

The systems engineering module’s purpose is to expose the students to the principles of systems engineering. Various
techniques and concepts related to systems engineering are taught during the class periods which must then be
utilised by the students during the practical periods to execute systems engineering tasks.

Principles of Design and Synthesis as well as the Complimentary knowledge of social styles and teamwork is taught in
the lectures. 28 classes x 0.75 x 2 multiplier = 42 hours = 4.2 credits towards Design and Synthesis and 4.2 credits
toward Complimentary studies.

Principles of Design and Synthesis as well as the Complimentary knowledge of social styles and teamwork is practised
during the practical sessions. 14 practicals x 3 periods X 0.75 x 1.33 multiplier = 4.2 credits towards Design and
Synthesis and 4.2 credits toward Complimentary studies.

Assignments 2 x 3 hours = 6 hours = 0.6 credits

These calculations work out to an approximate 50% - 50% split as shown above.

Graduate Attributes Development:

The following Graduate Attributes are developed in the module:

Graduate Attribute How Developed

GA 1: Problem Solving Students are given an engineering problem to solve

GA 2: Application of Students are required to apply their engineering and scientific knowledge in the
Knowledge project

GA 3: Engineering Design Students are required to design a solution to the problem following the systems
engineering approach.

GA 4: Investigation and Students are required to perform verification and validation on the designed project
Experiments

GA 5: Engineering Methods, Students are taught systems engineering methods which are applied in the project.
Skills and Tools Various project management tools are used.

GA 6: Professional Students are required to write project specifications

Communication

GA 7: Impact of Engineering Students are exposed to system safety.

Activity

GA 8: Individual and team Students are working in teams on a multi-disciplinary project.

work in multi-disciplinary

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 environment.

GA 9: Independent learning Students are given a project which requires knowledge to be obtained from outside
of their curriculum. Students are given an assignment requiring the demonstration
of independent self-study.

GA 11: Project Management Students are required to do project management during the conducting of the
project.

Module Resources:
The following support services and resources are offered in support of the material lectured in this module.

The following textbooks support the lecture material.

 International Standard ISO/IEC 15288, ”Systems Engineering, System Life Cycle Processes”, SANS15288
standard: Available from the UJ Library.
 NASA Systems Engineering Handbook: Available for class on the module Blackboard page.

Supplementary text e-books:

 Title The Engineering Design of Systems: Models and Methods
Volume 55 of Wiley Series in Systems Engineering and Management
Author Dennis M. Buede
Publisher John Wiley & Sons, 2011
ISBN 1118210379, 9781118210376

 Title System Engineering Management

Volume 64 of Wiley Series in Systems Engineering and Management
Author Benjamin S. Blanchard
Publisher John Wiley & Sons, 2012
ISBN 1118428854, 9781118428856

 Title Designing Complex Products with Systems Engineering Processes and Techniques
Author Vivek D. Bhise
Publisher CRC Press, 2013
ISBN 1466507047, 9781466507043

 Davis, William S., Yen David C., “The Information System Consultant’s Handbook; Systems Analysis and
Design”, CRC Press.

 Benjamin S. Blanchard, Wolter J. Fabrycky, “Systems Engineering and Analysis” Prentice Hall

 Ralph M. Ford, Chris S. Coulston, Design for Electrical and Computer Engineers, McGraw Hill, International
Edition, 2008

Supplementary material:
 The internet is a vast resource for material related to Systems Engineering and Design.
 The UJ Library with access to numerous research databases.

Additional notes and other materials will be distributed via Moodle (ulink.uj.ac.za).

Module Pre-Requisites:
In order to participate successfully in the SIO3A module the following additional pre-requisites will be required:

SIO3A Study Guide 5

  Sufficient access to broadband data to allow participation in all the lecturing and all practical activities
required for the successful completion of the module.
 Access to a laptop for the compiling of reports, simulations, online class attendance when required and
general access to all the online teaching resources employed in the teaching and learning strategy of the
module. The official UJ learning management tool, Moodle and MSTeams, shall be used in support of the
module.
 Allow the sharing of your UJ e-mail address with other students in the SIO3A class to facilitate teamwork.
 The submission of a signed plagiarism declaration including a statement of own work will be required with all
individual assessment submissions.
 The submission of scanned documents including the scan of handwritten documents is not allowed.
 All document submissions will be in MS Word format unless otherwise stated.
 Agree to the use of online project planning and productivity management tools as required for the module.
 The primary communication channel for the module will be through Moodle on your student e-mail.
[email protected] or [email protected]
 In order to facilitate the teaching and learning of teamwork, you will be required to assess the performance
of your fellow students as well as be assessed by your fellow students. A peer assessment online tool shall be
used for this purpose.
 Class and Practical attendance are required. Attendance will be monitored. Non-attendance of more than
10% will exclude you from the module.

By participating in the teaching and learning activities of the SIO3A module you give your consent to abide by these
regulations.

Module Teaching and Learning Strategy:

At the end of each unit of learning, you must be able to achieve/ do/ perform the specific learning outcome/s for that
unit. Furthermore, you must prove your competence in performing each of the tasks required by the assessment
criteria linked to each learning outcome. The overall programme is structured to allow the learner to achieve all the
ECSA exit-level outcomes associated with the qualification.

Module Outcomes:
The following table indicates the outcomes for the module.

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 Module Description Assessment Criteria Assessment Method
Outcome (What the learners must (Actions that must be completed to (How the outcome
be able to do.) show outcome achievement.) achievement action will be
assessed.)
A Demonstrate competence Produce acceptable project Assessment of project
to work effectively as an documentation by working in documents according to the
individual, in teams and in multidisciplinary project teams. marking rubric.
multidisciplinary
environments Demonstrate successful project Assessment of project
outcomes from working in demonstration according to
multidisciplinary project teams. the marking rubric.

Assessment is done by
lecturer and student
assistants. Individual marks
are weighted by student
peer evaluation of
teamwork contribution.
B Demonstrate knowledge Acceptable Engineer interview report on Assessed according to a
about multidisciplinary the role of teamwork in the engineering marking rubric by the
teamwork discipline. lecturer.

C Demonstrate knowledge Acceptable self-reflection report on the Assessed according to a

to work effectively as an teamwork encountered during the marking rubric by the
individual, in teams and in project. lecturer.
multidisciplinary .
environments.

Module Teaching Methods:

The following table is an indication of the teaching methods applied to achieve the module outcomes:

Module Outcomes
Teaching methods Outcome A Outcome B Outcome C

Formal lectures x x
Analysis of case studies by the lecturer
Analysis of case studies by learners as assigned homework
Self-study x x x
Project x x
Tutorials

Assessment:
The module will make use of the Continuous Assessment Strategy. Assessment of the subject matter is based on the
demonstration of achievement of all the module outcomes. Assessments are conducted using more than one
assessment resource, e.g., paper-and-pen, Ulink, self-reflection; peer assessment; and facilitator assessment.

The assessment shall be conducted by the module lecturer, teaching assistants and your peer students. Internal and
external moderators shall be used to moderate the final assessment results of the module.

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Assessment Regulations:
The table below highlights the key aspects of assessment entry and promotional requirements:

COMPETENCY PERFORMANCE REQUIREMENTS

STATUS
Access to Each assessment opportunity will carry a predetermined weight in accordance with the
Assessment integration of the outcomes.
Opportunity The results of all the assessment opportunities relating to a module are calculated and
this makes up the final mark.
ECSA This module is used in the development of ECSA Exit Level Outcomes. Failure to achieve a
Outcomes module outcome will result in a failure mark for the whole module regardless of the
overall module performance achieved.
Semester Mark Since this is a continuous assessment module no semester mark will be given.
Distinction You pass with distinction if your final mark is 75% or more.
Achieving All outcomes of the module must be passed with a mark of at least 50% each in order for
Competency you to pass/ be declared competent for this module.
Assessment If the outcome mark or final module mark rests on either 48% or 49%, the assessment
Adjustments opportunity will be re-evaluated and the final mark will be adjusted to either 47% or 50%.
If the outcome mark or final module mark rests on 74% the assessment results will be re-
evaluated and adjusted to either 73% or 75%
Substitute By the nature of the module no substitute assessment opportunities are granted as the
Assessment work for the assessment opportunity is mostly conducted spread over a period before the
Opportunities assessment opportunity.
Plagiarism You are made aware of the plagiarism policies of the University which will be applied
during the module SIO3A.

Module Outcome Assessment:

Final marks in this module are calculated as follows:

Module Outcome Assessment Marking assessment Outcome weights toward

requirements the final mark

Outcome A (50%) A1: Teamwork - Write Assessment of User Requirement 25%

engineering Specification according to marking rubric.
Demonstration of
specifications
competence to work in A minimum of 50% is to be achieved
a multi-disciplinary according to the rubric for the project mark.
team. Should the first assessment result in a mark
below 50% a second assessment opportunity
will be granted but the mark achieved will be
capped at 50%

Bloom’s taxonomy level “Synthesis”

A2: Teamwork - Write Assessment of System Design 25%

engineering Documentation according to marking rubric.
specifications
A minimum of 50% is to be achieved
according to the rubric for the project mark.
Should the first assessment result in a mark
below 50% a second assessment opportunity
will be granted but the mark achieved will be
capped at 50%

Bloom’s taxonomy level “Synthesis”

Outcome A: individual Peer review of individual’s contribution

mark: according to peer review rubric.

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 Individual marks are obtained by the
weighted geometric mean of team Outcome
A mark and peer assessment.

Project outcome x1; weighting: w1= 0.45

Individual peer assessment x2; weighting: w2

= 0.55

A minimum of 50% is to be achieved

according to the rubric for project marks as
well as peer assessment marks.

Outcome B (20%) B: Interview with Critical reflection on an interview with an 20%

Engineer on the topic of engineer not in electrical engineering on
Demonstration of
multidisciplinary teamwork and multidisciplinary teamwork.
knowledge of
teamwork
multidisciplinary
Each Individual report is assessed by the
teamwork
lecturer using a marking rubric.
Should the first assessment result in a mark
below 50% a second assessment opportunity
will be granted but the mark achieved will be
capped at 50%

Bloom’s taxonomy level “Evaluation”

Outcome C (30%) C: Self-reflection report Each Individual report is assessed by the 30%
on teamwork lecturer according to the marking rubric.
Demonstration of
knowledge about
Should the first assessment result in a mark
teamwork.
below 50% a second assessment opportunity
will be granted but the mark achieved will be
capped at 50%

Bloom’s taxonomy level “Evaluation”

If you miss any assessment or practical demonstration for valid reasons (see Academic Regulations), you must
present a valid excuse to the Faculty Office and inform the lecturer as soon as possible.

Academic Regulations require a class attendance of at least 80% as stipulated under regulation 11.1. Spot quizzes and
attendance checking could be used to measure attendance. Should your measured attendance be below 80%, it will be
deemed that you have not met the outcome requirements of the module and a failure mark of 40% will be awarded to
you for the module.

SIO3A Study Guide 9

Module Outline:

Unit 1: Social Styles

The student is introduced to the concept of social styles.

Specific Outcomes:

At the end of the unit the student should be able to:

1. Be aware of the different social styles and the characteristics of each.

2. Determine their own social style.

Unit 2: Introduction to Teamwork

The student is introduced to the realities and responsibilities of working in a group and group participation.

Specific Outcomes:

The student should be able to:

3. Grasp the importance of individual engineers to work effectively in a team environment.

4. Understand basic principles of various personality types.
5. Understand basic characteristics of leadership and good group dynamics.

Unit 3: Introduction to Systems

The student is introduced to the concept of an engineering system.

Specific Outcomes:

The student should be able to:

1. Grasp the meaning of a System.

2. Recognize different systems.
3. Understand Systems and Subsystems

Unit 4: Functional and non-functional requirements

The student is introduced to the concept of an functional and non-functional requirements.

Specific Outcomes:

The student should be able to:

1. Identify functional and non-functional requirements

2. Express functional and non-functional requirements.

Unit 5: Introduction to Requirements Engineering

The student is introduced to the concepts of Requirements Engineering.

Specific Outcomes:

SIO3A Study Guide 10

The student should be able to:

1. Understand the need for expressing clear requirements.

2. Understand the requirements management processes.
3. Understand the characteristics of good requirements.
4. Understand the characteristics of bad requirements.
5. Be able to write requirement statements.
6. Understand the concept of Traceability.

Unit 6: The Operational Description

The student is introduced to Operational Description of a system.

Specific Outcomes:

The student should be able to:

1. Understand the need for expressing the Operational description of a system.

2. Be able to draft simple use case descriptions of a system.

Unit 7: System Environmental Requirements

The student is introduced to the description of the environment in which a system is designed to function.

Specific Outcomes:

The student should be able to:

1. Understand what a environmental requirements is.

2. Be able to write the environmental requirements for a system.

Unit 8: System Architecture Requirements

The student is introduced to the description of the environment in which a system is designed to function.

Specific Outcomes:

The student should be able to:

1. Understand what a system architecture is.

2. Be able to draft the system architecture diagram.

Unit 9: System Interface Requirements

The student is introduced to the description of the system interfaces

Specific Outcomes:

The student should be able to:

1. Identify external interfaces.

2. Identify internal interface.
3. Be able to draft system interface requirements.

Unit 10: Introduction to System Specifications

The student is introduced to various technical documentation which are created in Systems Engineering processes.

Specific Outcomes:

SIO3A Study Guide 11

The student should be able to:

1. Know what a Specification is.

2. Be able to draft a Specification.
3. Understand Standards for Specifications.
4. Understand what a Specification Tree is.

Unit 11: Introduction to System Verification and Validation

The student is introduced to the terms of system Verification and system Validation

Specific Outcomes:

The student should be able to:

1. Explain what system verification is.

2. Explain what system validation is.
3. Explain verification methods.
4. Draft verification and validation specifications.

Unit 12: Introduction to Systems Engineering

The student is introduced to various technical documentation which are created in Systems Engineering processes.

Specific Outcomes:

The student should be able to:

1. Understand what is a system.

2. Understand what is Systems Engineering.
3. Understand why we do Systems Engineering.
4. Be exposed to how we do Systems Engineering.

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Systems Engineering Project:

Introduction

The practicum will take the form of a systems engineering project. The project must be conducted according to the
teamwork and System Engineering principles taught during the module.

The focus of the projects is on Occupational Therapy assistive devices:

1.) Weighted soft toy.

A weighted soft toy that respond to inputs by either buzzing, heartbeat, flashing LED.
2.) Memory game/Tamagotchi
A device that aids the stimulation of memory.
3.) Waiting room benches
Benches constructed from re-purposed pallets.
4.) Doorbell with Visual Alert
A doorbell system that lights up an LED or flashes a bulb when pressed, designed for individuals with hearing
impairments.
Provides a visual alert for people who cannot hear a traditional doorbell.
5.) Simple Audio Alert System
A device that produces a beep when someone enters or leaves a room, helping individuals with visual
impairments stay aware of movement around them.
Increases spatial awareness and safety for visually impaired individuals.
6.) Stress ball
A malleable device squeezed in the hand to relieve stress and/or relieve muscle tension.
To aid students in managing anxiety.
7.) Smart Earplugs
Earplugs that can indicate with a beep when someone is talking to aid in noise cancellation during tests,
without a student missing verbal instructions and/or comments from invigilators.
To aid with symptoms of anxiety and auditory overload which can impact test taking.
8.) Ergonomic pen
Pens to assist students with writing when experiencing pain on the joins as well as swelling on the joints.
These are pens that would be thicker and would have an easier ink flow.
To help reduce hand strain and improve legibility of handwriting.

For each of these projects the team is expected to consult with practitioners from the following disciplines:

1.) Occupational Therapy

2.) Graphic Design
3.) Industrial Design

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The students in the SIO3A class shall be grouped into project teams. The project team shall be responsible for the
following:

1.) Drafting the User Requirement Specification after consultation with the relevant practitioners.
This document defines what the needs are. (What does the User want?)
2.) Drafting the system design documentation.
This documentation describes the design.
Branding and marketing material, Operator manuals, Logo’s, web material, etc.
A functional prototype.
3.) Demonstrating system design and supporting documentation for design evaluation.
The demonstration shall be evaluated for
a.) Useability by the Occupational Therapist.
b.) Engineering design by the lecturer
c.) Teamwork by peer assessment.

The User Requirement Specification (Outcome A1) shall specify the needs of the user and contain at least the
following:

 User functionality needs,

 User construction needs,
 Operational needs,
 Regulatory needs,
 Costing needs
 Documentation needs,
 Other stakeholder needs.

The team must consult with medical practitioners participating in the project to obtain the user’s needs.

The System Design Specification (Outcome A2) The design documents shall contain the following:

 Design documentation including:

o Mechanical drawings,
o Electrical circuit diagrams, Software flow diagrams as applicable
o Branding and marketing material
o Operating manuals
o Any other relevant material as required by the project
 A functional proto-type.

Peer Assessment:

All students participating in the SIO3A project will be subject to peer review from their fellow team members. The
project outcome mark will be weighted by the project contribution mark as rated by the peer team members.

SIO3A Study Guide 14

Evidence for Critical Self-Refection Report:

Outcome C requires the writing of a critical self-refection report on the student’s overall experience of teamwork in a
multi-disciplinary environment. It is the responsibility of the student to collect as much as possible evidence of
teamwork experiences throughout the semester as the critical self-reflection report is evidence-based.

Project Resources:

SIO3B Module web page

Moodle SIOEEA3
Peer Assessment

www.Peerassessment.com

www.mindtools.com/pages/article/newTMM_84.htm

Marking Scale

Assessment of competency shall be based on the following criteria and the associated marks given:

Underdeveloped competence Adequate competence Advanced competence

demonstrated: demonstrated: demonstrated:
60%
40% Minimum Criteria 80%
Only some Most components/elements present All the components/elements
components/elements present. of what is expected. present.

Little or no insight demonstrated. Knowledge and/or facts In depth reflection showing

demonstrated, some reflection. advanced understanding.

Item incomplete Item adequately complete Item completed with additional

elaboration.

Many errors or large knowledge Little errors and small knowledge Nearly no errors and insignificant
deficit gaps knowledge gaps
No evidence provided, No more than minor flaws, otherwise No flaws; shows insight; some
invalid/irrelevant approach, complete; most components distinguishing features or evidence
method, execution, completely complete. of initiative or no flaws;
flawed or one or more major
flaws, no distinguishing features,
some components very poor

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Example:

Critically reflect on your previous Christmas lunch.

Under developed Adequate Advanced

I had lunch with my family. On the 25th of December, I had a On the 25th of December, I had lunch
Christmas lunch with my family. with my family. We all met at my
Lunch was eaten at 13:00. We had granny’s house at 10 in the morning.
grilled turkey and rice. There were about 20 people in total.
My three sisters with their families
were with two little babies. We had
roasted chicken, with green beans,
samp and butternut fritters. We did
not have wine with the lunch as it is
against our faith to take alcohol. We
all sat in the dinning room and
fellowshipped until my granny
brought the food. I value the time
with my family as I believe it is
important to spent time together as
a family. As a family, we use this
time to celebrate Christmas and the
birth of Christ.

What, why, when, how, what is the

value, what is the future?

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Lecturing Schedule:
The following schedule is proposed for the SIO3A lectures and practicals:

Note: These dates are not final and may change. Any changes to this schedule will be posted on Moodle.

Rubrics
A. Outcome A1: Rubric User Requirement Specification
Outcome A2: System Demonstration
B. Outcome B: Rubric for the Engineer Interview report on multidisciplinary teamwork
C. Outcome C: Rubric for Self-Reflection report on teamwork

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Systems Engineering and Design 3A 2025: Outcome A1 User Requirement Specification Rubric

Minimum Requirement For competence:

Minimum
Requirement

1 Acceptable document format and style Marking Scale

2 Adequacy of expression of functional needs from user Marking Scale

3 Adequacy of expression of non-functional needs from user Marking Scale

4 Adequacy of expression of construction and material needs Marking Scale

from user

5 Adequacy of expression of operational needs from user Marking Scale

6 Adequacy of expression of regulatory needs from user Marking Scale

7 Adequacy of solicitation and capturing of all stakeholder Marking Scale

requirements.

8 Adequacy of engagement outside the discipline of electrical Marking Scale

engineering

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Systems Engineering and Design 3A 2025: Outcome A2 System Design Specification Rubric

Minimum Requirement For competence:

Minimum
Requirement

1 Adequacy of Design documentation Marking Scale

 Quality and completeness of documentation

 Level of Innovation and industrial design
 Application of Engineering principles
 Completeness of Branding and Marketing materials

2 Adequacy of the 1:1 scale model to represent the final product Marking Scale

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Systems Engineering and Design 3A 2025: Outcome B Engineer Interview on Multidisciplinary Teamwork

Minimum Requirement Reflective report

1 Acceptable document format and style Frontpage, Table of content, page numbers

2 Overview of the Company for which the Engineer is Name, Where, what do they do
working
3 Organogram of where the Engineer fits into the 1. Reflect on what you have learned about the
company organisational tier where an engineer could
function?
2. Why do you think engineers are able to function
on different organisational tiers?
3. Knowing that you could function on different
organisational tiers throughout your career,
how does that influence your attitude towards
your studies?
4 Responsibilities of the Engineer 1. Reflect on what you have learned about what
an engineer could be responsible for?
2. Why do you think the engineer have these
responsibilities?
3. Knowing that you may have these
responsibilities one day, how does that
influence your attitude towards your studies?
5 Engineer’s experiences of teamwork in the company 1. Reflect on what you have learned about the
variety of teams engineers function in?
2. Why do you think it is important for engineers
to be able to work in teams?
3. Knowing that you may have o work in a team
one day, how does that influence your attitude
towards your studies?
6 Engineer’s view on how multi-disciplinary teamwork 1. Reflect on what you have learned about how
functions in the Company of the Engineer multi-disciplinary teams function?
2. Why do you think engineers should be able to
function in multi-disciplinary teams?
3. Knowing that you may have to work in multi-
disciplinary teams one day, how does that
influence your attitude towards your studies?
7 List team management tools used in the company of 1. Reflect on which tools engineering companies
the Engineer use to support teamwork.
2. Why do you think engineering companies need
tools to support teamwork?
3. Knowing that you may have to use team
management tools one day, how does that
influence your attitude towards your studies?
9 Engineer’s view on professional ethics in the 1. Reflect on what you have heard about
engineering environment. professional ethics in engineering.
2. Why do you think engineers are required to be
professionally ethical?
3. Knowing that you may have to be professionally
ethical, one day, how does that influence your
attitude towards your studies?
8 Photo of the student with the engineer ideally in front Sufficient proof that you conducted the interview
of the company or business of the engineer.

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Systems Engineering and Design 3A 2025: Teamwork Self-reflection Report Rubric

Minimum Requirement For competence:

Minimum Requirement
1 Document format and style Frontpage, Table of contents, page numbers
2 Own social style given a.) What is your social style?
b.) How did you determine your social style?
c.) How did the knowledge of your own social style
influence you?

3 List of team member’s social styles a.) What are the social styles of your other team members?
b.) What was the social style you observed from each team
member over the course of the module?
c.) Discuss the differences and similarities between a) and
b).

4 List possible group strengths as a result of a) Reflect on your experience about your group’s strengths
individual social styles of group members. because of the combination of social styles of the group
members.
b) Reflect on why you think engineers should be aware of
the strengths a group might have as result of the
combination of social styles of the group members.
c) How did your experience of your group’s strengths as
result of the individual social styles, influenced you?

5 List possible group challenges as a result of a) Reflect on the challenges faced by your group because of
individual social styles of group members the combination of social styles of the group members.
b) Reflect on why you think engineers should be aware of
the possible challenges a group might have as result of
the combination of social styles of the group members.
c) How did your experience of your group’s challenges as
result of the individual social styles influenced you?

6 List key experiences of teamwork that a) Reflect on the key experiences of teamwork that stood
stood out to you. Provide evidence. out for you.
b) Reflect on why do you think these experiences stood out
for you.
c) How did these key experiences influence you?

7 List an example where you responded in an a) Reflect on a situation where you responded in an
unacceptable way to a key experience unacceptable way.
encountered in the teamwork. Provide b) Reflect on why you think you behaved this way.
evidence. c) How did this experience influence you?

8 What would have been a better response to a) Reflect on a situation where you responded in an
these key experiences in your teamwork? unacceptable way and what would have been a better
way to respond.
b) Reflect on why do you think this is a better way to
respond.
c) How does knowing this influence you?

9 Did the group work experience leave you a.) What are these questions?
with any questions? Were these questions b.) Why do you think these were/are the questions you
ones you had previously or ones you had/have?
developed only after finishing? c.) Knowing that you still have questions, how does that
influence you?

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10 Reflect on how the group work experience a.) Socially (what, where how, why)
challenged you socially, culturally, b.) Culturally (what, where, how, why)
emotionally, or theologically. Describe, c.) Theologically (what, where, how, why)
what, why, where and how? d.) Gender (what, where ,how)

11 Reflect on the outcomes from the Peer a.) Reflect on what you have experienced from the peer
Assessment as obtained from the tool: assessment. Rating others and being rated by others.
www.peerassessment.com Evidence must b.) Why do you think it is important to be able to participate
be provided. in peer assessment?
c.) How did the peer assessment influence you?

12 Reflect on your contribution to the a.) Reflect on what your contribution to your team was.
teamwork project. Evidence must be b.) Reflect on the significance/criticality of your
provided. contribution.
c.) Reflect on how your contribution was perceived by the
rest of the team.

13 Reflect on an instance where you worked a.) Reflect on where you assisted other team member(s).
together to improve the work of a members b.) Reflect on where you were assisted by other team
of your team. Evidence must be provided. member(s).
c.) Reflect on how team members could have assisted each
other and if they could why didn’t they.

14 Reflect on how you ensured effective a.) Reflect on the effectiveness of the communication of the
communication between yourself and your team.
team members. Evidence must be provided. b.) Reflect on the role you played in ensuring effective
communication in the team.
c.) Reflect on anything you could have done more to ensure
effective communication.

15 Reflect on the role conflict and conflict a.) Reflect on conflict in the team.
resolution played in the team. Evidence b.) Reflect on the effectiveness of conflict resolution
must be provided. measures used by the team.
c.) What could you have done to improve conflict resolution
amongst the team and what prevented you from doing
so.

16 Reflect on the multidisciplinary teamwork a.) Reflect on the multidisciplinary aspects you encountered
aspects encountered during the module. during the module.
Evidence must be provided. b.) What is your view on multidisciplinary teamwork in the
engineering discipline?
c.) How did the knowledge you gained during the module,
regarding teamwork and multidisciplinary work influence
you?

17 Reflect on the role professional ethics a.) Reflect on the professional ethical aspects you
played in the team. Evidence must be encountered during the module.
provided. b.) What is your view on professional ethics in the
engineering discipline?
c.) How did the knowledge you gained during the module,
regarding professional ethics influence you?

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