150 Psychologie
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Matthias Varga von Kibéd und Insa Sparrer unterscheiden zwischen drei verschiedenen Aufstellungsmethoden (Sparrer und Varga von Kibéd, o. D.): Der spezifisch (konkreten), der virtuellen und der prototypischen Aufstellung. Bei spezifischen Aufstellungen wird ein konkretes Anliegen eines Klienten betrachtet. Im Gegensatz dazu, werden bei virtuellen Aufstellungen eine Übungsumgebung geschaffen. In dieser können Aufstellungstechniken und Interventionsmethoden geübt werden. Bei prototypischen Strukturaufstellungen werden Themen zusammengefasst, die mehrere Teilnehmer im Seminar berühren bzw. in deren Alltag immer wieder auftreten können. Dieses Thema wird wie eine spezifische Aufstellung bearbeitet jedoch ohne ein konkretes vorliegendes Anliegen. Beispiele für prototypische Strukturaufstellungen kommen aus vielen Bereichen z.B. dem Führungsalltag, Teamentwicklung, Konfliktmanagement, Gesprächsführung, Zeit‐ und Selbstmanagement.
It is assumed that more education leads to better understanding of complex systems. Some researchers claim, however, find indications that simple mechanisms like stocks and flows are not well understood even by people who have passed higher education. In this paper, we test people’s understanding of complex systems with the widely studied stock-and-flow (SF) tasks (Booth Sweeney and Sterman 2000). SF tasks assess people’s understanding of the interplay between stocks and flows. We investigate SF failure of domain experts and novices in different knowledge domains. In particular, we compare performance on the original study’s Bathtub task with the square wave pattern (Booth Sweeney and Sterman 2000) with two alternative cover stories from the engineering and business domains on different groups of business and engineering students from different semesters. Further, we show that, while engineering students perform better than business students, with progressing in higher education, students seem to lose the capability of dealing with simple SF tasks from domains other than their field. We thus find hints on déformation professionelle in higher education.
Software development consists to a large extend of humanbased processes with continuously increasing demands regarding interdisciplinary team work. Understanding the dynamics of software teams can be seen as highly important to successful project execution. Hence, for future project managers, knowledge about non-technical processes in teams is significant. In this paper, we present a course unit that provides an environment in which students can learn and experience the impact of group dynamics on project performance and quality. The course unit uses the Tuckman model as theoretical framework, and borrows from controlled experiments to organize and implement its practical parts in which students then experience the effects of, e.g., time pressure, resource bottlenecks, staff turnover, loss of key personnel, and other stress factors. We provide a detailed design of the course unit to allow for implementation in further software project management courses. Furthermore, we provide experiences obtained from two instances of this unit conducted in Munich and Karlskrona with 36 graduate students. We observed students building awareness of stress factors and developing counter measures to reduce impact of those factors. Moreover, students experienced what problems occur when teams work under stress and how to form a performing team despite exceptional situations.