Teamwork & Communication

first cycle, Bachelor

The participants:
• can distinguish between different team phases.
• are able to identify predominant problem structures and can analyze necessary courses of action on the basis of concrete example situations.
• acquire competencies by taking into account specific management roles, their implications and developments in the various phases of conflict, and by deriving courses of action over time through a discursive approach that combines experiential learning and reflection, particularly with regard to work-life management.
• develop procedures which they present in presentations and implement in groups.
• can deal constructively with feedback and criticism and are able to reflect strengths and weaknesses.

not applicable

The course combines experiential learning through outdoor and indoor parts with stimulating lectures and reflection. The students see the development of teams in their formations, target perspectives and risks of conflicts and their manifestations. Team leadership, the organization of cooperation and social coherence, temporal phases and the assignment and assessment of roles and their parameters lead to a deeper understanding of success and failure parameters. Outdoor components are reflected and integrated into an overall model.

Dick, Rolf van & West, Michael A. (2013): Teamwork, Teamdiagnose, Teamentwicklung (mit Arbeitsmaterialien und Fallbeispielen); Göttingen Wien (u.a.), Hogrefe
Kriz, W. C. & Nöbauer, B. (2008): Teamkompetenz. Konzepte, Trainingsmethoden, Praxis, Göttingen, Vandenhoeck & Ruprecht
Stadelmeier, U. (2008): Führung, Emotionen und Persönlichkeit, Saarbrücken, vdm
Mandal, M. (2022). Team Building and Appreciative Inquiry in Research and Development Teams. Vision, 29(3), 304-325. https://doi.org/10.1177/09722629211063528 (Original work published 2025)

Portfolio exam

German

1.5

Integrated course, case studies, discussion, group work, presentations

1