Team Building & Teamwork
Niveau
1st study cycle, Bachelor
Learning outcomes of the courses/module
The participants:
• can formulate, reflect on, and adjust their personal goals and working styles in a team context
• develop the ability to find their bearings in their new role at the university, understand institutional framework conditions, and assess expectations and requirements in a reflective and realistic way
• 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 behaviors and apply them in everyday life
• develop initiatives and concrete measures that foster constructive and inclusive interaction within the cohort in the long term
• analyze individual and organizational factors influencing work-life balance and derive appropriate, situation-specific actions for regulating their own workload
• assess gender-related inequalities in work and learning contexts and develop measures to promote non-discriminatory, gender-inclusive collaboration
• can formulate, reflect on, and adjust their personal goals and working styles in a team context
• develop the ability to find their bearings in their new role at the university, understand institutional framework conditions, and assess expectations and requirements in a reflective and realistic way
• 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 behaviors and apply them in everyday life
• develop initiatives and concrete measures that foster constructive and inclusive interaction within the cohort in the long term
• analyze individual and organizational factors influencing work-life balance and derive appropriate, situation-specific actions for regulating their own workload
• assess gender-related inequalities in work and learning contexts and develop measures to promote non-discriminatory, gender-inclusive collaboration
Prerequisites for the course
None
Course content
• Understanding of one's role, expectations, and requirements placed on students.
• Getting to know and reflecting on personal goals, strengths, and working styles.
• 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, as well as practical approaches to gender-inclusive design of work 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 foster an inclusive team and cohort culture.
• Getting to know and reflecting on personal goals, strengths, and working styles.
• 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, as well as practical approaches to gender-inclusive design of work 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 foster 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
2
Semester hours per week
Planned teaching and learning method
Blended learning
Semester/trimester in which the course/module is offered
1