Inhalt

[ 986BOOTBITS24 ] SE BC2: Induction: Team development

Versionsauswahl
Workload Education level Study areas Responsible person Hours per week Coordinating university
4 ECTS M1 - Master's programme 1. year Business Administration Barbara Müller-Christensen 2 hpw Johannes Kepler University Linz
Detailed information
Original study plan Master's programme Leadership and Innovation in Organizations 2024W
Objectives Based on the core aspects of group collaboration (the frame, the group, the individuals and the task) and their interrelation, the overall objectives of this course are twofold:

  • Firstly, the course aims at setting the frame for supporting successful learning in the LIO group, developing and implementing a culture of collaboration that enables individual and group learning.
  • Secondly, experiencing and learning about group properties and dynamics as well as team work in order to be able to adequately design working contexts that enable and support team development and performance.

Learning Outcomes

Upon successful completion of this course/seminar, students will be able to

  • LO1: Setting the frame (linking context to process): a) understand the LIO study program and the core values it stands for; b) understand the impact of the overall context/frame on group processes.
  • LO2: Individual reflection and learning (linking individual and task): a) identify biases, question assumptions, evaluate factors that influence behavior, b) reflect on one's goals, beliefs, assumptions, and behaviors and understand how these relate to task performance and goal attainment.
  • LO3: Team development (linking group and individual): a) experience and understand group dynamics and team development; b) be able to link the individual and group aspects by learning about group dynamics and understanding how they can hinder diversity and individual development; know how to facilitate encounters, embrace diversity and achieve common goals.
  • LO4: Facilitate collaboration (linking task and group): a) understand different group characteristics, in particular roles, aspects of successful group work and team performance; b) can design a framework for collaboration.
  • LO5: Overall: On the basis of the above learning outcomes, students will be able to proactively contribute to group work, design and create working contexts that support effective group work, lead teams and facilitate team development and performance.
Subject Understanding organizations, behavior in organizations, identities and roles, group processes and their underlying dynamics is an important precondition for leading organizations in an innovative direction. This course provides a basic understanding of group properties, group dynamics and how to enable team development and performance. It also aims at providing support for individual and group learning within the demanding LIO study schedule.

In specific the course addresses the following content:

  • Theory-based competencies in self- and teamwork-management;
  • experiencing and understanding interpersonal processes and group dynamics;
  • dimensions and aspects of collaboration in groups;
  • developing group rules, norms and roles;
  • combining insights from personal experiences with theoretical background on groups and team development
Criteria for evaluation Assessment modules:

  • Individual assignments:
    I1: Presence in class is mandatory (50%)
    I2: Individual reflection (10%)
  • Group assignments:
    G1: Group task 1: Refined rules / values of collaboration – whole group (10%)
    G2: Group task 2: Group reflection report – smaller sub-groups (30%, can be divided among group members based on self-defined evaluation criteria)

Assessment criteria:

  • Individual assingments:
    I1: Active participation, proactive engagement in group works
    I2: Submitting task in time
  • Group assignments:
    G1: Quality of group coordination and decision making – submitting one overall document, refinement of values based on literature
    G2: Qualitity of literature search, use of AI-Tools, quality of reflection on AI-produced results, quality of report based on a clear line of argumentation, appropriate lessons learned for practical application, appropriate formatting style

Reflection of learning outcomes in the assessment and teaching methods:

  • LO1: based on the overall teaching philosophy and methods of the course, reflected in the quality of discussions and their contributions in class (I1) and the outcome of their collaboration (G1, G2).
  • LO2: esp. reflected in the quality of discussions and their contributions in class (I1) and their individually drawn implications (I2).
  • LO3: reflected in the quality of discussions and their contributions in class (I1), esp. through the outcomes of their collaboration and the quality of the implications drawn from their analysis and reflections (G1, G2).
  • LO4: esp. through the outcome of their overall group work (G1)
  • LO5: esp. through the outcomes of their collaboration (G1) and the quality of the implications drawn from their reflection reports (G2).
Methods The main didactic foundation of this course is based on experiential learning. It includes interactive exercises on group processes, followed by discussions and reflections, explanations of experiences with theoretical concepts, and ultimately deriving practical implications for designing, coordinating, and leading effective group work to support team development and performance.
Language English
Study material Basic reading material:

  • Organizational Behavior (2019): OpenStax, Open Source Textbook: download for free at https://openstax.org/details/books/organizational-behavior
  • Cole, G.A. & Kelly, P. (2015): Management Theory and Practice. 8th Edition. Cengage: esp. Section 3 (Human Relations and Social Psychological Theories); Section 4 (Theories of Leadership and Group Behavior) and related Skill Sheets

Core articles:

  • Edmondson, A.; Bohmer, R.; & Pisano, G. (2001): Speeding up Team Learning. Harvard Business Review, October 2001, pp. 125-132.
  • Birkinshaw, J. & Gibson, G. (2004): Building Ambidexterity into an Organization. MIT Sloan Management Review, Summer 2004, pp. 47-55.

Further literature recommendations will be given in class; researching and processing further literature will be a core task of the students.

Changing subject? No
Further information Äquivalente Lehrveranstaltungen: 986BOOTBC1K19: BC1 Induction-team development

For quality assurance and improvement purposes, please participate in all JKU course evaluations and surveys!

Corresponding lecture 986BOOTTBC1K19: KS BC1: Induction-team development
986BOOTBC2K22: KS BC2: Induction: Team development
On-site course
Maximum number of participants 20
Assignment procedure Direct assignment