Beitrag zu Handlungsfeldern

Nachfolgend ist die Zuordnung des Moduls zu den Handlungsfeldern des Studiengangs aufgeführt, und zwar als anteiliger Beitrag (als ECTS und inhaltlich). Dies gibt auch Auskunft über die Verwendbarkeit des Moduls in anderen Studiengängen und über die Beziehung zu anderen Modulen im selben Studiengang.

Learning Outcome

Domain Part

(WHAT?)

Students will learn to work on a complex project in a team setting.

(HOW?)

By implementing the project, the students will learn …

• problem-solving skills,
• self-management skills,
• teamwork skills, and
• the ability for independent scientific work.
• methods and knowledge about the subject matter, by focus on practical experience.

(WHY?)

This way, the students will be able to perform, plan, and lead similar projects in a professional context.

Team Supervision Part

(WHAT?)

Students will learn to manage difficulties in heterogeneously composed teams (e.g. culturally diverse teams).

(HOW?)

The students will

• perform team building exercises and methods,
• learn about the importance of project visions,
• learn and apply group effectiveness research methods,
• deal with heterogeneity in teams, and
• apply various diagnostic tools.

(WHY?)

This way, the students will be able to deal with complex and difficult team constellations in a professional context.

Module Content

Domain Part

The project consists of supervised work on a complex task in research and development (possibly in cooperation with external partners), in a team. The supervisor defines the objectives of the project, and guides the team during the project execution. This includes a regular progress monitoring, in the form of intermediate meetings between supervisor and team in intervals of not more than three weeks.

In addition, the supervisor agrees at least two project milestones with the team. The milestone results will contribute in an adequate manner to the final grade. The supervisor further decides, in consent with the student team, about communication channels and the mode of cooperation within the team, and reflects this in regular intervals together with the team.

Due to the nature of this project type, projects are open to all students of the study program, with the only restriction being the maximum number of participants, and required skills. The supervisor sets the goals of the project. The students independently research the relevant literature, decide on technology, and work on a solution.

Team Supervision Part

Based on the task and team setup in the Domain Part, the Team Supervision Part aims at providing the students with the necessary awareness for team processes, as well as skills to analyse roles, detect and resolve conflicts etc. when working in a team. The students will learn to manage difficulties in heterogeneously composed teams, possibly from a culturally diverse background, with different levels of experience, and different personalities - and this in a project with a complex task and a tight schedule.

Due to resource constraints, only a limited number of projects per semester can be offered with team supervision. Therefore, the selected projects will usually be those with a high degree of complexity, and a high degree of heterogeneity in the team.

Forms of Teaching and Learning

Domain Part

The students work on documentation of the project results, research state of the art technology, use problem-solving methods etc. Teamwork is an essential part of the learning experience, therefore the minimum number of participants is 2 students.

The overall grade is based on the project results, project report, presentation, and possibly other parts (at the discretion of the individual lecturer).

Team Supervision Part

The team processes in the accompanying domain part are systematically monitored. Process monitoring combines training and reflection components with practical experience and the expansion of the above learning outcomes / skills. It consists of three components, as described below.

Team building and developing sessions

Starting with an introductory workshop to work in (heterogeneous) teams, the intended outcome of the workshop is the team definition, its vision and mission statement (Team Charta). Further sessions follow according to the situational needs of the team development, designed as lectures or further workshop.

The following aspects will be covered:

• characteristics, objectives, advantages and challenges of teamwork
• key findings of group effectiveness research
• Effects of heterogeneity in teams (e.g. inter-cultural, inter-disciplinary, age and gender differences, …)
• specific requirements, diverse tools and procedures to effectively manage diversity in teams and to achieve innovation and synergy (mapping – bridging - integrating)
• adapting communication, interaction and management (leadership) style according to phases of team development
• Procedures for the development of more effective cooperation in heterogeneous project teams.

Diagnosis and reflection on individual skills and team quality

This is done in three steps:

• Personality profile (Neo-ffi or similar) is used to investigate the influences on the team dynamics. Potential strengths and weaknesses are discussed and learning and development strategies are identified with the individual team members and the team as a whole. (NEO-ffi, Inventory of social skills) determines which individual aspects (strengths, weaknesses) are brought by the student for teamwork. These results are reported back to the students.
• Individual proclivities and preferences are identified with regard to their effects on team roles by using the Belbin Team Role Inventory; team members are encouraged to broaden their competencies and skills in less preferred roles.
• Team Diagnostics: The quality of work of each team is determined by using procedures of team diagnostics (Team Climate Inventory (Brodbeck/Anderson/West) for the measurement of target and task orientation, as well as participation and confidence in the team ; SYMLOG-adjective rating scale (Bales/Cohen) to determine mutual interpersonal evaluations of group members). Results are collectively analyzed in a team reflection workshop and strategies for change are identified with the group members in terms of improving collaboration in the team and individual learning and optimization opportunities.

Final Team Reflection Workshop

The workshop is designed to review all the steps, decisions and actions taken by the group and to evaluate them with regard to the goals set in the vision statement at the beginning in order to draw lessons learned. Experiences from different teams can be exchanged here, in order to benefit and learn from other groups as well.

In addition to the above components, students are encouraged to carry out research of relevant literature independently.

Grading

Students are graded by a written exam (30%). As part the module, the students produce artefacts that also contribute to their grade, namely a portfolio (written project report (30%) and team charter (10%)) and a presentation (30%).

Learning Material Provided by Lecturer

Domain Part

Depending on the project.

Team Supervision Part

Relevant literature and method descriptions.

Literature

Depending on the project.

Team Supervision Part

Based on the aspect of working in a multi-cultural team:

• Dyer, W G., Dyer, J. H., Dyer, W. G.; (2013). Team Building: Proven Strategies for Improving Team Performance (5th ed.). Hoboken, NJ: John Wiley & Sons.
• Halverson, C. B., Tirmizi, S. A. (Eds.). (2008). Effective multicultural teams. Theory and Practice. Dordrecht, NL: Springer.
• Stumpf, S. & Thomas, A. (Hrsg.). (2003). Teamarbeit und Teamentwicklung. Göttingen: Hogrefe.