Planspiele - Vernetzung gestalten

Forschungsergebnisse und Praxisbeispiele für morgen

Sebastian Schwägele, Birgit Zürn, Daniel Bartschat, Friedrich Trautwein, Sebastian Schwägele, Birgit Zürn, Daniel Bartschat, Friedrich Trautwein

• Verlag: Books on Demand
• Jahr: 2016
• ISBN drucken: 9783741225222
• eBook-ISBN: 9783741243516
• Auflage: 1
• Thema: Betriebswirtschaft
• Thema: Business allgemein

Vernetzung und Gestaltung von Vernetzung sind zentrale Themen dieses achten Bandes der ZMS-Schriftenreihe. Planspiele ermöglichen Lernen in und über Systeme, das Denken in Strukturen sowie das Erleben und Verstehen von Zusammenhängen. Sie eignen sich darüber hinaus hervorragend, wissenschaftlich-analytisches Wissen über die Realität und reale Systeme zu abstrahieren, zu vereinfachen, didaktisch aufzubereiten und dadurch verständlich und vermittelbar zu machen.Planspiele führen aber auch zur Vernetzung der Teilnehmenden. Sie erfordern von diesen, sich auf die Situation und die anderen Akteure einzulassen. Sie ermöglichen reale Interaktion, Austausch und Netzwerken zwischen allen Beteiligten. Planspiele können also selbst als Netzwerkgestalter verstanden werden. Ihr Einsatz bringt Informationen und Menschen zusammen und lässt neue, intensive Netzwerke entstehen.Die Beiträge in diesem Sammelband zeigen eine Vielzahl möglicher Perspektiven und Fragestellungen zum Themenfeld auf. Erstmals wurden viele davon einem Double-Blind Peer-Reviewverfahren unterzogen. Die hohe Qualität der Beiträge konnte dadurch nochmals gesteigert werden.Dieser Band entstand als Kooperationsprojekt des Zentrums für Managementsimulation der DHBW Stuttgart mit der SAGSAGA, der Gesellschaft für Planspiele in Deutschland, Österreich und der Schweiz e.V.. Somit vertieft er auch die Vernetzung und Zusammenarbeit mit dem deutschsprachigen Planspielfachverband.

A Technical Synopsis of the Science Behind TeamMATE®

Erich Dierdorff

Team based decision-making is a reality of the contemporary workplace in any type of organization. In fact, research has extensively linked the effective use of work teams to multiple outcomes for both individuals and organizations. Despite the criticality and prevalence of teams, the actual capability to work effectively in teams is remarkably underdeveloped. Both university curricula and corporate training programs so often fall short of adequately developing teamwork skills. The tool is evidence-based, built from over 30 years of scientific research on the factors that drive effective and ineffective team performance. This technical paper briefly summarizes the conceptual foundation and empirical research that contributed to the development of TeamMATE® and provides actual psychometric data to identify the outcome of the usage of such a tool in the academic and corporate world.

Team-basierte Entscheidungsfindung ist in der heutigen Arbeitswelt in jeder Art von Organisation Bestandteil der Realität. Die Forschung hat sich intensiv dem effektiven Einsatz von Arbeitsteams gewidmet, um zahlreiche Erkenntnisse sowohl für Einzelpersonen als auch für Organisationen zu gewinnen. Trotz der Bedeutung und Wichtigkeit von Teamarbeit ist allerdings die tatsächliche Fähigkeit, in Teams effektiv arbeiten, bemerkenswert unterentwickelt. Inhalte im Hochschulstudium und Trainingsprogramme in Unternehmen entwickeln Teamfähigkeit nur unzureichend. Das vorgestellte Tool ist evidenzbasiert und wurde auf der Basis 30-jähriger wissenschaftlichen Forschung über die Faktoren effektiver und ineffektiver Teamleistung konzipiert. Der Beitrag fasst kurz die konzeptionellen Grundlagen und die empirische Forschung zusammen, die zur Entwicklung von TeamMATE® beigetragen haben. Zudem liefert er aktuelle psychometrische Daten, um den Mehrwert der Verwendung eines solchen Werkzeugs in Hochschule und Unternehmen zu beleuchten.

1. Teamwork: Essential, But Underdeveloped Skills

Team based decision-making is a reality of the contemporary workplace in any type of organization, whether it is for-profit, non-profit, public or private. Teams make virtually all of the important decisions in today’s organizations and the majority of individuals will find themselves as members in multiple teams throughout their work careers (see Burke et al. 2004; Devine et al. 1999; Kozlowski, Ilgen 2006; Tannenbaum et al. 2012) In fact, it has been documented that over 90 percent of Fortune 500 companies use work teams in some fashion (see Thompson 2008). Moreover, extensive empirical research has linked the use of work teams to multiple bottom line outcomes as well (see Combs et al. 2006). Despite the prevalence and importance of team-based work, the individual skills needed to effectively engage in productive teamwork are quite rare in the labor market. For example, multiple studies of Fortune 500 companies have found the inability to build and lead a team and problems with interpersonal relationships to be among the top reasons that people fail to attain senior level management (see McCall et al. 1988).

The rise of teams in the workplace has prompted a substantial increase in using team-based projects for training and education. Academic and corporate settings now routinely include learning opportunities that entail working in teams. For both aspiring managers and students eager to build their careers, the ability to work effectively in a team is a core competency. To help foster these necessary skills, many schools and corporate training programs have expanded to include a focus on interpersonal competencies, and several educational accreditation bodies and professional associations have identified the critical need for teamwork expertise alongside technical expertise (see Baldwin et al. 1997; Chen et al. 2004; Felder et al. 2000; Graen et al. 2006).

Academic institutions in particular have begun to design coursework that teaches individuals to work in teams across a variety of disciplines, including business, engineering, architecture, and psychology. The key to the success of any curriculum intervention that seeks to foster teamwork expertise is that it instructs transportable skills that students can apply as they move from team to team in their careers (see Ellington, Dierdorff 2014).

An important challenge therefore faces educational institutions trying to ensure students are interpersonally competent; namely, figuring out precisely what underlies effective team functioning and then how to best build these skills within individuals.

The good news is that we know quite a bit about what drives effective and ineffective team functioning. A substantial amount of literature in the behavioral sciences has accumulated over the last 30 years, and this body of research depicts the essential dimensions of teamwork that underpin effective team learning and performance. Capsim® investigated this scientific literature, which included several conceptual reviews and multiple meta-analyses, in order to form the foundation for an evidence-based team effectiveness assessment tool TeamMATE®.

The sections below provide a brief introduction to the assessment tool and a discussion of the conceptual foundation on which the tool is built, followed by a description of the assessment dimensions and a presentation of evidence that supports the tool’s psychometric quality and criterion-related validity.

2. Introduction to TeamMATE®

Until now it has been difficult to correlate team dynamics with actual project results without undertaking complex or time-consuming approaches. TeamMATE® is designed to provide efficient assessment of the strengths and weaknesses of teamwork behaviors at both the individual and team levels. This dual-level assessment is essential because effective teamwork starts with individuals but ends with team-level consequences (see Ellis et al. 2003). Further, because the dimensions that are measured in the tool are derived from extensive scientific research, they are generalizable to all kinds of teams and all types of team projects, no matter the academic discipline or work industry.

TeamMATE® harnesses decades of team science and is designed to be efficiently and easily used. The goal is simple: save educators and leaders time while providing valuable information about team functioning. For example, the tool helps to achieve learning and performance goals such as:

• To work effectively on complex problems in team settings
• To accept personal and mutual accountability for team results
• To develop professional approaches to managing interpersonal conflict
• To develop interpersonal communication and listening skills
• To develop capabilities to diagnose and improve team functioning

The TeamMATE® assessment is an online tool that uses a state-of-the-science peer rating approach to capture teamwork skills and to provide real-time, actionable feedback. Peer ratings are widely used in team assessment and research as an effective and accurate method to capture important aspects of teamwork (see Salas et al. 2009). However, the vast majority of existing teamwork assessment tools either emphasize evaluation (as opposed to development) or when developmental fall short of providing feedback that allows for improvement (e. g., going beyond simply providing feedback in the form of summative ratings or scores). The TeamMATE® tool improves upon these existing tools by building in separate assessment for evaluation and developmental purposes, as well as generates specific recommendations for how to improve performance based on each team’s and team member’s unique assessment results.

3. Conceptual Foundation and Development of TeamMATE®

An evidence-based approach was taken to develop the assessments included. A substantial literature has accumulated...

Inhaltsverzeichnis

• Über das Buch
• Inhaltsverzeichnis
• Vorwort der Herausgeber
• Langfristige Effekte eines planspielbasierten Gründerwettbewerbs: Willy C. Kriz, Eberhard Auchter, Helmut Wittenzellner
• A Technical Synopsis of the Science Behind TeamMATE®: Erich Dierdorff
• Lernwirksame Reflexion in Planspielen mit LEGO® SERIOUS PLAY®: Tobias Seidl
• Design of Simulation Games for Systems Management Education: Willy C. Kriz, Werner Manahl
• VAL-U: Development of an Educational Game: Ulrich Holzbaur
• Projekte managen erlernt man in Projekten: Silke Geithner
• Open Chameleon: Christian K. Karl
• Planspiele zur Integration sozialer Kompetenzen in die Ingenieursausbildung: Gabriele Hoeborn
• Planspiele in der Stadt- und Regionalplanung: Eric Treske
• Die Gestaltung von Cyber-Übungen als Planspiel: Otto Hellwig
• Pitchen um jeden Preis?: Caroline Solowjew, Laura Brager
• Das Baregg-Tunnel-Spiel und der Kampf der Geschlechter: Stephan Rometsch
• Migrationspolitik der EU im Planspiel gestalten: Stefan Rappenglück
• Den „US-Wahlkampf“ erleben – ein bilinguales Planspiel-Seminar: Marc Meller, Alexandra Ochs
• Autoren
• Ausgewählte Bände der ZMS-Schriftenreihe
• Impressum