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| Detailed information |
| Pre-requisites |
Zulassung zum Masterstudium
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| Original study plan |
Master's programme Management 2023W |
| Objectives |
The course aims to:
- Introduce a range of tools for students to being able to create, build, manage and develop teams in organizations.
- Equip students with a sound understanding of the process of team building and team development in the business context.
- Provide students with a rigorous foundation and tools for analysis and managing of group processes. (e.g. group phenomena, communication, decision-making, conflict, performance management)
- Enable students to integrate theoretical concepts in social psychology and systems theory with practical application to team settings.
Learning outcomes
On successful completion of this course, the students will be able to:
- LO1: Analyze group processes based on theoretical models in systems theory and social psychology. [relevant theory/analytical]
- LO2: Apply the tools necessary to create, build, manage and develop teams in organizations. [business management/practical skills]
- LO3: Evaluate the performance of a (work) team and initiate appropriate team development processes. [business management/practical skills/analytical]
- LO4: Understand the impact of group phenomena on team performance. [reflection/social/practical].
- LO5: Apply different team decision making procedures based on the goal to improve team performance. [business management/practical skills/analytical]
- LO6: Recognize conflict in a team and address it according to its characteristics. [business management/practical/problem solving/social/self-management].
- LO7: Deal with diversity (e.g. cultural and/or professional background) by demonstrating their knowledge on communication, team building and team development. [social/intercultural].
- LO8: Reflect their own behavior in teams through self-reflection exercises, questionnaires and peer feedback. [reflection/self-management].
- LO9: Improve their social skills through engaging in group dynamic exercises and working in a team throughout the course. [social/intercultural].
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| Subject |
Teams are increasingly important in the business context. In order for teams to unfold their potential, consultants, supervisors, team heads and team members need to understand the pitfalls and success factors for high performing teams. This course provides indicative content on team development & group dynamics to deal with more or less challenging team situations as formal leaders and team members:
- Introduction to teams in organizations and team development (e.g. types of teams)
- Team composition (e.g. size, diversity)
- Team building (i.e. process, exercises)
- Team development (e.g. fostering cohesion, role clarification)
- Group phenomena (e.g. group think, Abilene paradox)
- Team decision-making (i.e. techniques and their impact)
- Team communication (e.g. active listening, creating an atmosphere for decentralized comm.)
- Conflict management (e.g. ladder of escalation, conflict dialogues, creating win-win situations)
- Team performance (i.e. methods for assessment and summary of influence factors)
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| Criteria for evaluation |
Assessment methods
Scoring system:
The assessment strategy follows an adaptive learning design including motivational strategies.
A total of 100 points can be achieved in this course.
100% Attendance is required to successfully complete the course (only exception: medical certificate). Violation of ethical behavior and plagiarism also leads to negative appraisal.
Range of assessment methods:
The range of assessment methods for the points distribution consists of:
- Self-evaluation of group work (not counted in points but amounts to course participation assessment)
- Peer feedback (not counted as points but amounts to course participation assessment)
- Active course participation (contribution to discussions and participation in team assignments (in class): 45 points
- Team assignment (post-course): 40 points
- Individual reflection paper (post-course): 15 points
The assessment of each component follows a points system and the criteria for each task are specified. None of the tasks includes an exam and hence no multiple-choice questions.
Feedback culture:
Feedback for the assessed students' contributions include personal individual feedback in one – to – one conversation at the end of the course from the course leader to the students (voluntarily) as well as peer feedback throughout the course. Guidelines for the peer feedback are provided in the course and follow ethical guidelines.
Synchronization of learning outcomes and assessments:
- LO1: Team assignment (post-course) / Course participation assessment (conceptual input, case studies)
- LO2: Course participation assessment (action learning exercises)
- LO3: Course participation assessment (team reflection exercise)
- LO4: Team assignment (post-course) / Course participation assessment (conceptual input, case study, films, discussions)
- LO5: Team assignment (post-course) / Course participation assessment (observation exercise, action learning exercises)
- LO6: Team assignment (post-course) / Course participation assessment (conceptual input, case study, action learning exercise, reflection exercises)
- LO7: Team assignment (post-course) / Course participation assessment (conceptual input, case study, reflection of own experiences, reflection exercises)
- LO8: Course participation assessment (self-reflection, peer feedback, observation exercises)
- LO9: Team assignment (post-course) / Course participation assessment (self-evaluation, peer feedback, self-reflection)
The code of ethics for all tasks is outlined repeatedly in the course and consists of the so called “WALLD” principle:
- Work together
- Appreciate and respect each other
- Laugh together and Learn from each other
- Discuss together
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| Methods |
The learning and teaching strategy is designed to develop knowledge and understanding for managing teams in practice based on theoretical knowledge. The course therefore strongly builds on problem-based and experience-based learning. Action learning exercises, team projects, discussions, reflection exercises and conceptual inputs are used to understand group dynamics and to learn how to impact team performance. Students gain in-depth understanding of team processes by sharing and working on their past team experiences, reflecting on experiences made throughout the course as a team and through applying practitioners’ tools and theoretical concepts for team development in the save learning environment of the course. Working in small sub-groups enables students to openly share private & professional team experiences and exchange feedback.
- 22,5 hrs workshop in class (7,5hrs/day x 3)
- 20 hrs team assignment (post-course)
- 7,5 hrs individual assignment (post-course)
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| Language |
English |
| Study material |
Levi, Daniel & Askay, David (2020): Group Dynamics for Teams. Sage
Griffith, Brian A. & Dunham, Ethan B. (2015): Working in Teams: Moving from High Potential to High Performance. Sage
Glasl, Friedrich (1999): Confronting conflict. A first aid kit for handling conflict. Hawthorn Press Ltd.
Robbins, S.P. & Judge, T.A. (2019): Organizational Behavior. Pearson
Practice-oriented websites & recent papers provided by the lecturer & students in the seminars based on the students’ special interests
(Other materials can be retrieved from Moodle and/or will be announced in class.)
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| Changing subject? |
No |
| Further information |
For quality assurance and improvement purposes, please participate in all JKU course evaluations and surveys!
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| Earlier variants |
They also cover the requirements of the curriculum (from - to)
973IPSKTDGS10: SE Master Seminar Team Development & Group Dynamics (2010W-2019S)
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