 |
|
 
|
|
|
|
|
|
|
Research interests |
||||
|
Leadership (Klumb, Herre) |
|
Although leadership is seen as a key factor regarding team performance, we know surprisingly little about how supervisors lead teams in an effective way. Therefore in our research, we investigate the behaviours team leaders have to perform to maintain team processes and team performance and more specifically, how leaders can create a team climate that fosters learning and innovation within teams. Moreover, we seek to identify costs and benefits of different leadership behaviors. To achieve these objectives, we employ both experimental and field studies to gain insights into teams processes and contribute to existing knowledge on how to lead teams that are efficient and within which team members thrive at the same time. Collaboration: Prof. Dr. John Antonakis, University of Lausanne Publications:
|
|
|||||
|
Team learning (Klumb, Hornung, Herre) |
|
Learning on the individual, team, and organizational levels enables organizations to adapt to dynamic markets. As more work than ever is assigned to team structures we focus on team learning of which we conceive as an increase in the collective level of abilities and skills or a change in the range of the team's potential behaviors through reflection and communication. As opposed to the action part, the reflective part of learning is very important because it enables the transfer of knowledge and insight into causal connections from one team member to another. Without reflection it is impossible for team members to benefit from the knowledge and skills of their team colleagues. In our research, we are interested to know how teams learn, which conditions promote learning and how learning is related to performance in different task contexts. Collaboration: Prof. Dr. John Carroll, Massachusetts Institute of Technology Prof. Dr. Daniel Scheidegger, Universitätsspital Basel Publications:
|
|
|||||
|
Non-cognitive skills (Klumb, Munz) |
|
Psychologists and economists recently became interested in non-cognitive skills (such as self-regulation, social competence) as predictors of educational and occupational outcomes. These characteristics underlie considerable change over time. In our group, we are interested in methods of assessing and developing non-cognitive skills, particularly social skills. At the moment, we are assessing critical incidents in different professions.
Collaboration: Prof. Dr. Klaus-Dieter Hänsgen, University of Fribourg Master theses:
|
|
|||||
|
Daily experiences of dual-earner couples (Klumb) |
|
Utilizing micro-longitudinal designs, we investigate the daily lives of working parents. With time- and event-sampling techniques, we extend existing work-family research in four ways: (1) Instead of assessing predictors and criteria via self reports, we use a multi-method approach including physiological data, (2) we have broadened our focus from the individual to the social level, i.e., the couple, (3) we examine processes (e.g., goal pursuit), and (4) instead of focusing on paid work, we consider different roles and life-spheres and assess stress and recovery processes. Collaboration: Prof. Dr. Christiane Hoppmann, University of British Columbia, Vancouver Publications:
|
|
|||||
|
Time-sampling techniques (Klumb) |
|
Publications:
|
|
|||||
|
Activities and well-being across the life course (Klumb) |
|
Collaboration: Dr. Heiner Maier, Max-Planck-Institute for Demographic Research, Rostock Prof. Dr. Michael Marsiske, University of Florida, Gainesville Publications:
|
|
|
|