Team Building & Teamwork
Niveau
First study cycle, Bachelor
Learning outcomes of the courses/module
The participants:
• can formulate, reflect on and adapt their personal goals and ways of working within a team context
• develop the ability to find their bearings in their new role at the university, to understand institutional framework conditions and to assess expectations and requirements in a reflective and realistic manner
• apply the concepts of team phases according to Tuckman and team roles according to Belbin to their own team and cohort development
• can translate abstract values (e.g. openness, transparency, communication) into concrete ways of acting and apply them in everyday life
• develop initiatives and concrete measures that promote constructive and inclusive interaction within the cohort over the long term
• analyze individual and organizational factors influencing work-life balance and derive suitable, situation-specific actions for regulating their own workload
• assess gender-related inequalities in working and learning contexts and develop measures to promote non-discriminatory, gender-inclusive collaboration
• can formulate, reflect on and adapt their personal goals and ways of working within a team context
• develop the ability to find their bearings in their new role at the university, to understand institutional framework conditions and to assess expectations and requirements in a reflective and realistic manner
• apply the concepts of team phases according to Tuckman and team roles according to Belbin to their own team and cohort development
• can translate abstract values (e.g. openness, transparency, communication) into concrete ways of acting and apply them in everyday life
• develop initiatives and concrete measures that promote constructive and inclusive interaction within the cohort over the long term
• analyze individual and organizational factors influencing work-life balance and derive suitable, situation-specific actions for regulating their own workload
• assess gender-related inequalities in working and learning contexts and develop measures to promote non-discriminatory, gender-inclusive collaboration
Prerequisites for the course
None
Course content
• Understanding of roles, expectations and requirements placed on students.
• Getting to know and reflecting on personal goals, strengths and ways of working.
• Fundamentals of collaboration: appreciation, trust, communication.
• Models and methods for analyzing workload and resources (work-life balance)
• Mechanisms of gender roles, bias and structural disadvantage, along with practical approaches for the gender-inclusive design of working and learning environments
• Introduction to the concepts of team phases (Tuckman) and team roles (Belbin) as a basis for developing the cohort team.
• Development of joint initiatives and concrete measures to promote an inclusive team and cohort culture.
• Getting to know and reflecting on personal goals, strengths and ways of working.
• Fundamentals of collaboration: appreciation, trust, communication.
• Models and methods for analyzing workload and resources (work-life balance)
• Mechanisms of gender roles, bias and structural disadvantage, along with practical approaches for the gender-inclusive design of working and learning environments
• Introduction to the concepts of team phases (Tuckman) and team roles (Belbin) as a basis for developing the cohort team.
• Development of joint initiatives and concrete measures to promote an inclusive team and cohort culture.
Recommended specialist literature
• Bender, Susanne: Teamentwicklung: Der effektive Weg zum „Wir“. (Dtv (in der aktuellen Auflage)
• Brandl, Peter: Kommunikation. Gabal (in der aktuellen Auflage)
• Dietrich, Peter (2022): Wirksame Teams. Arbeitsteilung effektiv machen und Leistungsfähigkeit steigern. Fachhochschule Kufstein Tirol. Kufstein (improve - Praxisletter, 41)
• Brandl, Peter: Kommunikation. Gabal (in der aktuellen Auflage)
• Dietrich, Peter (2022): Wirksame Teams. Arbeitsteilung effektiv machen und Leistungsfähigkeit steigern. Fachhochschule Kufstein Tirol. Kufstein (improve - Praxisletter, 41)
Assessment methods and criteria
Portfolio assessment
Language
German
Number of ECTS credits awarded
1
Semester hours per week
Planned teaching and learning method
Blended learning
Semester/trimester in which the course/module is offered
1