Criteria

Knowledge of the tasks of the team

Indicators

• Knows how to orientate and relate their efforts to the tasks of the team

Skill to clarify roles and responsibilities in the team

• Masters methods and techniques to support a clear and fair division of roles and responsibilities
• Promotes communication and cooperation amongst team members to show qualities and overcome resistance

Openness to tasks that are not necessarily part of their usual role

• Dares to be challenged and to take on new roles and responsibilities
• Requests and offers support when needed
• Looks for additional resources where needed

Criteria

Knowledge of one’s possibilities and limits in the context of educational activity

Indicators

• Analyses and identifies their own resources and limits in the context of the activity

Skill to ensure that roles and responsibilities are properly distributed in the team

• Ensures that knowledge and skills in the team are shared and communicated
• Contributes to team members’ well-being with regard to the tasks to be performed

Openness and readiness to accept challenges

• Challenges their own competences
• Follows through with new tasks to ensure safety for the team members and learners

Criteria

Knowledge of the resources of team members

Indicators

• Demonstrates an understanding of team competences

Skill to involve other team members

• Coaches colleagues – where possible and necessary – based on the approach to non-formal learning (e.g., if requested)
• Encourages colleagues
• Facilitates team spirit and trust

Skill to foster cooperation among team members

• Applies teamwork mechanisms, online collaboration and communication tools
• Balances working styles and preferences
• Challenges colleagues where necessary and appropriate
• Highlights everyone’s strengths

Curiosity and goodwill towards the team members

• Shows genuine interest in and support for team members

Criteria

Awareness of the learning potential others can offer and of the principles of ‘to get and to give’

Indicators

• Acknowledges colleagues’ learning potential and makes best use of it

Willingness to cooperate and learn from colleagues who may have different values

• Cooperates and learns from colleagues who may have different values

Openness towards sharing one’s own potential and curiosity about others’ resources

• Shares their own ideas and resources and shows interest in other team members’ ideas and resources
• Asks for support and recognises personal limitations
• Supports colleagues’ learning needs

Criteria

Knowledge of team processes and their influence on team effectiveness

Indicators

• Refers to team processes and their potential influence on team effectiveness

Skill to recognise team processes during team work and to adjust them accordingly

• Manages tailor-made team work processes

Openness to team processes and recognition of their importance

• Shows an interest in the team process and does not ignore any team work issues

Criteria

Knowledge of the theories and concepts of constructive communication (e.g., social intelligence, emotional intelligence, conflict resolution, etc.)

Indicators

• Refers to these theories and concepts to understand and explain disagreement

Skill to recognise disagreements and apply specific ways and methods for dealing with disagreements

• Recognises disagreements and applies various ways to deal with them
• Drives collective and individual emotions towards a resolution
• Receives and phrases criticism respectfully, honestly and constructively
• Listens to and expresses emotions in a team work context

Genuine curiosity about colleagues with different values, beliefs and world views

• Listens to others and learns from their differences
• Asks questions to understand what is behind different values, beliefs and world views

Tolerance for interpersonal tensions and openness to deal with disagreements

• Deals with frustration in a constructive manner