The year after the rookie year

[yarden.saa]

Hello there,
As for the next year I need a few tips what to do with my team in order to be ready to next year, how to train new members and how to choose them.
My team has 16 members right now, there are some members that didn't find them selves in the team (actually, they got from this project not a lot because they are passive). There are many members that are active members but the point is that the passive members are taking the team down. How we should act in this case?
As a team member of a team without a tradition because we were not exist before this year. it's hard to build a tradition of chosing new members and train them.
This summer I am collecting information in order to improve my team in all ways.
thanks for the help
Yarden

[Jon Stratis]

We've found having a summer/fall program can really help - both in training the new members and helping to identify those members that are more enthusiastic for the program. You can use this as a trial period to see who you want to shoulder responsibility on the team, as well as letting anyone who wants to give it a try show up (even if they drop before the season).

In our summer program, we try to ensure that every student experiences everything the team has to offer - electrical, mechanical, programming, PR and driving. Then in the fall the students pick the subteam they want to be a part of and stick with it through the year.

In my opinion, every team always has some less dedicated members. Take the dedicated, returning members and give them responsibilities. Let them be in charge of some component on the robot (drive train, manipulator, etc). The less dedicated members, when they show up, get to help out one of the component leaders.

In closing, all I can say is that you (meaning your team as a whole), and only you, can decide what type of team you want. Some teams do interviews and have try outs. Others accept everyone who wants to sign up. If you only want the most dedicated people on the team, you're going to be more exclusive. If you want to go that extra mile, though, it's important to find some way to let everyone get something from the program, not just the dedicated individuals. Remember the old axiom "You get out what you put in" - those that give more to the program will get more responsibility and more opportunities.

[yarden.saa]

I think it is very helpful, thank you.
Summer program won't be happen this year because it is to late, but I think we will return to work in september/october.
I liked the idea to train the new members in all we have to offer and then to choose a sub team.
As for the passive members, eventhough they are not helping, we took all the team to Atlanta - the costs were huge and I can't let it be again.

[rsisk]

Find a way to put a summer camp together. We hold 2-1 week summer camps using BOE-Bots. The kids end up doing a mini competition at the end of the week. We charge $60 per kid, run it for 4-5 hours during the day. The kids love it, we expose them to robotics, do a little recruiting and raise funds for the next year. It's a great opportunity.

[Jon Stratis]

Summer programs are pretty easy to put together. We're starting ours soon (a 2-week long camp) centered around one of the projects available here: http://www.madlab.org/kits.html

It's understandable to be concerned about the cost of taking people to competition, especially when you're flying overseas. We started thinking about this after this past year, but for us the issue wasn't cost - it's what the less enthusiastic members can provide at competition and how it reflects on the team. It simply doesn't reflect well to have someone talking to a judge, the public, or other teams about our robot if they don't know what they're talking about - and you can't just sit them down and teach them everything in a few hours.

So, we're looking at having attendance requirements. We haven't set anything in stone yet, but it makes sense that only the most dedicated people (90%+ attendance) be allowed to be in the pits and interacting with the judges and other teams. Those are the people who are going to know whats going on. Likewise, going to competition is something of a privilege (missing class, going on a trip with your friends, etc). If you don't show at least moderate dedication to the team (like 50%+ attendance), then you don't get to travel with the team.

The key to keep everyone satisfied with the team is to be upfront, and give them a chance to participate in the decision process. If everyone knows before the season starts that they can't travel with the team if they don't attend enough, then the only one they have to blame if that happens is themselves.

[yarden.saa]

Originally Posted by eagle33199

Summer programs are pretty easy to put together. We're starting ours soon (a 2-week long camp) centered around one of the projects available here: http://www.madlab.org/kits.html

It's understandable to be concerned about the cost of taking people to competition, especially when you're flying overseas. We started thinking about this after this past year, but for us the issue wasn't cost - it's what the less enthusiastic members can provide at competition and how it reflects on the team. It simply doesn't reflect well to have someone talking to a judge, the public, or other teams about our robot if they don't know what they're talking about - and you can't just sit them down and teach them everything in a few hours.

So, we're looking at having attendance requirements. We haven't set anything in stone yet, but it makes sense that only the most dedicated people (90%+ attendance) be allowed to be in the pits and interacting with the judges and other teams. Those are the people who are going to know whats going on. Likewise, going to competition is something of a privilege (missing class, going on a trip with your friends, etc). If you don't show at least moderate dedication to the team (like 50%+ attendance), then you don't get to travel with the team.

The key to keep everyone satisfied with the team is to be upfront, and give them a chance to participate in the decision process. If everyone knows before the season starts that they can't travel with the team if they don't attend enough, then the only one they have to blame if that happens is themselves.

that's what we should do. thank you.

[DonRotolo]

Jiust like at work: Set clear performance standards for each person, and enforce them. Write down exactly what is expected using "SMART" and modify it until both sides agree. Then, when a standard is not met, you take action. (1st case, verbal warning. 2nd, written. 3rd, off the team).

Seems harsh, but this is how the real world works. Have a mentor be the 'enforcer'.

SMART:
Specific
Measureable
Achievable
Relevant
Time-bound

Specific – Objectives should be as specific as possible, defining what is to be done and by when. The more specific and concrete an objective, the less likely is the potential for misinterpretation.
 Vague: Build drivetrain
 Specific: Design and build a working drivetrain that meets design objectives by the end of Week 3.

Measurable - All objectives should be measurable – that is, well-written objectives need to have some measure and tracking source to determine if they have been achieved. Types of measures include quantities, costs, timeliness, and/or quality.

(Building a drivetrain is not measurable. Buildoing one that works as expected or needed is. "Able to climb hump in 3 seconds" might be one measurable objective)

Attainable but Challenging – Objectives should be realistic and capable of being achieved. Unrealistic expectations are ultimately demotivating, as are objectives that fall outside of an individual’s scope of responsibility. It is also important that objectives be challenging to keep individual’s engaged and motivated.
 Unattainable: Build a drivetrain weighing under 20 pounds, able to climb hump in 1 second and traverse length of field within 4 seconds.
 Attainable: Build a drivetrain weighing under 60 pounds that can climb a hump in 3 seconds and travel at a 12 ft/sec.
(In other words, don't set anyone up for failure. Goals must be within their capabilities and cannot rely on the availability of materials, equipment, etc that is not in their own personal control. A goal of "show up for every meeting" is not good - what if they break their leg, they fail?)

Relevant – Objectives should be relevant to the team's vision and business/strategic objectives, subteam objectives and individual development needs. (A Goal of "show up for every meeting" is nice, but is it relevant?)

Time bound – Objectives need to have a time frame for completion. Deadlines create a sense of commitment and urgency. Of course, deadlines can change depending on unanticipated shifts in priorities, but each objective should have a time by which it is to be completed.
 Not Time bound: Deliver a working drivetrain.
 Time Bound: Deliver a working drivetrain by the end of week 3.

Usually there are several objectives, and generally never as broad as a whole drivetrain. "Design, submit for approval, and fabricate four drivetrain side plates that meet written design and performance objectives by Thursday, January 17" might be appropriate for a mechanical leader perhaps.

[Carol]

A lot of teams meet once a week during the fall to prepare for the build season. We have MOE University, where the students work with mentors in their chosen subteam to learn the basics. If you don't want to divide students that early, you could have one module a week on a specific field - electirical, mechanical, programming, etc. - so that the students get a feel for each and can decide later which area they prefer.

We have also done special projects in the fall, in order to teach the students basic skills and also to build teamwork. One year we did balloon launchers, another year we did Rube Goldberg devices. There were 4 teams who competed at the end with their projects.

If you don't have enough mentors for a MOE University type program, perhaps the more experienced students could each research and lead a module.

Many teams have similar programs; here is link to ours. Let us know if you need more help!
http://moe365.org/moeu.php

[nlknauss]

Everyone above is making some awesome suggestions that any team can take and use to help with their own organization. One item I want to stress in particular with regards to organization has to do with objectives and goals, to feed off of what Don said above.

It is helpful for the team as a collective to group to sit down and reflect on the previous year prior to setting goals for the following year. Think about what was done well and what you all want to improve upon. These things can be technical or non-technical in nature. Since it is hard for some people to contribute to such a convo in person, set up an online survey and collect the information that way. When your survey closes, you'll have a plethora of talking points and some paths to take on as you begin your season. Keep in mind though, some improvements may need to be tabled but they may be worked on since being brought up.

Pick a few (3 to 5) improvements and turn them into objectives as Don described above. Just make sure someone can be "the enforcer" with this. Many distractions will come up in the course of the school year and you don't want to suddenly realize that they've been forgotten.

The other part of your post really seemed to focus on team member involvement. As long as expectations are clearly laid out, your members will have no problem contributing. Many teams do this with a team handbook (which there are a few white papers and NEMO resources on). I've seen handbooks as short as 1 page and as long as 30. Start with something and change it from year to year.

Good luck entering your second year!

[Jon Stratis]

Originally Posted by nlknauss

It is helpful for the team as a collective to group to sit down and reflect on the previous year prior to setting goals for the following year. Think about what was done well and what you all want to improve upon. These things can be technical or non-technical in nature. Since it is hard for some people to contribute to such a convo in person, set up an online survey and collect the information that way. When your survey closes, you'll have a plethora of talking points and some paths to take on as you begin your season. Keep in mind though, some improvements may need to be tabled but they may be worked on since being brought up.

I just wanted to highlight this, as it's an excellent suggestion (and something my team does every year). One thing to keep in mind, however, if the different perspective people will have. It's important to have separate mentor- and student-only discussions, and to have separate discussions within each subteam. As a mentor, every year I have to remind myself that, while we do the best that we can, we make mistakes, and the students may not feel comfortable telling us directly what we did wrong. By letting them have their own group meeting where everything is recorded (with no names next to anything!), it gives them a way to give us that feedback as well.

[JaneYoung]

I've been watching this thread with interest. It is a good one. One suggestion that I would make, based on talking with and working with 2nd year teams, is that a little bit of knowledge and experience can be a blessing or a curse. Make sure that the 2nd year approach/attitude is not a curse. By that I mean, because a team thinks they have been through one season of competition, they may decide that they know what they're doing and refuse help, input, suggestions, advice, or the sharing of wisdom and experience. Beware that pitfall - it can slow the progress of learning and developing as a team. Remain open to asking for help and advice like you are doing now. Remain open to the fact that the team has yet to go full cycle. I often wonder if the 2nd (and sometimes 3rd) years are as hard, if not harder, than the rookie year - because enough reality has set in that the team knows there will be challenges during the season. How they prepare for the challenges - known and unknown - will help define their season and the team's approach/personality.

Be patient with yourselves and be supportive of yourselves as individual members and as a team. Find the fun and know that you have many friends and teams that support you in your efforts.

Thanks for this thread,
Jane

[nlknauss]

Originally Posted by eagle33199

I just wanted to highlight this, as it's an excellent suggestion (and something my team does every year). One thing to keep in mind, however, if the different perspective people will have. It's important to have separate mentor- and student-only discussions, and to have separate discussions within each subteam. As a mentor, every year I have to remind myself that, while we do the best that we can, we make mistakes, and the students may not feel comfortable telling us directly what we did wrong. By letting them have their own group meeting where everything is recorded (with no names next to anything!), it gives them a way to give us that feedback as well.

And I wanted to highlight this!

Certainly establishing a communication/feedback loop is something that is extremely important for teams as they wish to grow and become more successful. Some teams do this by establishing student leadership, others by just developing open communication skills as described above.

On my team, we collect the student data, the mentors try to group it as best we can (usually there are some common trends), and then show the students what they all said as a collective group. The mentors meet to discuss how we can work with the students through these trends and develop some kind of plan. It's all about the plan!

Jane is dishing some good advice above. Yes, when compared to some of the first year accolades a team can receive the second year can sort of seem like a "sophomore slump". From what I've been through with this past year being my team's second year, it is helpful to establish some attainable goals that you can always hang your hat on.

Also remember, if things aren't always going to plan you can always revisit and revise your goals. There is no problem with this. If for some reason your team finds yourself not having fun, take a step back and look at what is happening as a group. FIRST may be a lot of work, but it is not work (a job).

Nate