Jürgen Radel

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Juergen Radel
Prof. Dr. Jürgen Radel (2019)

Jürgen Radel (born December 16, 1975 in Aachen ) is a German professor for business administration, especially human resources and organization, at the University of Technology and Economics (HTW) Berlin .

Life

After graduating from Pius-Gymnasium Aachen , he studied business education , psychology, and economic and social history at RWTH Aachen . In addition to his first professional activity at Viega GmbH & Co. KG , Attendorn , he did his doctorate externally at the Institute for Technology and Education (ITB) at the University of Bremen , where he received his "magna cum laude" award in 2010 in the field of "Change Management" "concluded.

After completing his doctorate, he switched to Leschaco , a logistics service provider in Bremen , as an authorized signatory . In Bremen he was a member of the Junior Chamber Bremen.

In 2014 he was offered a position at the University of Applied Sciences (HTW) Berlin .

Research and Teaching

In his research, Jürgen Radel deals with the topic of change management and the resistance to changes that arise or can be reinforced due to dynamics in groups .

He is influenced in his research by the following currents of thought and schools of thought:

Through the use of "experiential learning", he allows participants in his courses to experience concrete effects, for example in connection with resistance to change, in the here and now, instead of discussing abstractly. He was recognized for this approach. In addition to research in the area of ​​change management, he is, alongside Michael Müller-Vorbrüggen , co-author of a standard work in the area of ​​personnel development.

Experience Centered Teaching / Training Approaches (ECTA)

Together with his colleague Roland Schuster, who works at the FH bfi Vienna , he developed the Experience Centered Teaching / Training Approaches (ECTA), which is about exploring the polarity between classic teaching-learning formats and group dynamic experience.

One of the goals of ECTA is to further develop the Harvard Business Cases approach and to jointly develop cases based on the current situation in which the learners and teachers (also as learners) find themselves in the here-and-now. This creates an emotional relationship in real time with the cases developed from and by the group. It is the task of the group to research these cognitively, so the approach is similar to that of a training group (T-group), but without evoking the strong emotional reactions that can arise in training groups. As a result, the approach is also accepted in the corporate context, where resistance from executives is examined, for example.

In order to generate targeted emotions and to be able to analyze the actions of a group, different interventions are used depending on the target group.

49 point exercise

One of the more well-known and published interventions, the 49-point exercise, leaves students in a real-life dilemma as to whether or not they should accept a supposed gift, 49 points in an exam. The intervention is designed to clarify various group dynamic elements. These include:

  • Peer pressure
  • Individual values
  • Competing commitments
  • Bureaucracy and the role of authorities

The aim is to help the learners to deeply reflect on their own role in a group, their own values ​​and the interaction with higher-level systems.

The Candy Box Intervention

This exercise is based on an installation by Hans-Peter Feldmann from the One-on-One exhibition at the KW Institute for Contemporary Art in Berlin. In the original installation there is a box with Milky-Way bars in a room and there is a sign with the word "No!" appropriate. So you are not allowed to take the bolt, even if you are not being watched. The idea of ​​the installation was transferred to the teaching-learning context by Radel as part of the " Candy Box Intervention ".

Process and reflection

In this exercise, in the supposedly closed room of the lecture, the students are given the opportunity to reach into the "candy box" without anyone outside the room noticing. In this case, however, the candy is not a real candy, but rather points that the students need for the exam - i.e. very real added value, based on the situation of the students. The lecturer opens up this possibility and lets the students decide - under time pressure - whether they want to take 50, 10 or 0 points from the "candy box". The individual choice is not communicated. But if more than 2 students take 50 points - with which they would have definitely passed the exam - then nobody in the group gets points. Elements from game theory and the prisoner's dilemma are used here.

While uncertainty arises as to which choice is cheapest under pressure of time, questions of ethics (is it appropriate and permissible to do such a thing) are often hidden and can be taken up later in the discussion. Likewise, there is the question of trust in the group (will someone vote 50 and thereby risk the other's 10 points? Is someone brave or "bold" to do it?) And authority. A screenshot of the vote is often requested from the groups.

After the vote has taken place, the reflection on the process is moderated up to this point. It is noticeable that not all students were in the room while the vote was taking place. This creates the problem that there is a gap in the group between those who "have" and those who "have nothing". At this point it makes sense to the concept of Saul Alinsky , the "have-nots" to illustrate. A discussion then begins about fairness and performance, but also about whether those with points are willing to share with those who have nothing. At the same time, the students develop a very mild form of the Survivors Guilt . They feel guilty about being there, voting and taking something out of the candy box. Others who haven't taken may feel morally superior and add to the tension in the group.

Undoing

In this second step of the "Undoing" it is about giving the students the possibility of a psychological defense mechanism to " undo " the situation . There is also the following offer:

  1. Students can return their points, but do not have to do so with a reference to the preservation of vested rights.
  2. All points returned are then summed up and collected in a pool.
  3. All points from the pool are shared by all students enrolled in the course.
  4. Everyone has the opportunity to decide whether they want points from the pool or not.

In the two extreme forms, this means that someone has taken points from the candy box, gives them all back and does not want any from the pool. Likewise, someone can have taken 50 points from the candy box but not give them back and also receive the points from the pool.

The application of the intervention creates conflicts in the group, which can also have an effect beyond the event, so it should be planned as early as possible so that the process can be regulated.

Transformation of Organizations

In the context of research in the area of ​​change management, Jürgen Radel is primarily interested in the question of the extent to which changes in the organization affect managers who are affected by changes in the organization. While he conducts application-oriented research and also coaches on this, he primarily looks at the effect of role changes on the individual. Theoretical foundations include role analysis and object relationship theory by Melanie Klein and John Bowlby .

A specific field of application of this research is the optimization of agile teams and the efficiency of Scrum Masters when interacting with teams.

Furthermore, he accompanies and researches network organizations and the effects of the organizational form on employees.

Research projects

In addition to the research projects mentioned below, Jürgen Radel works on implementation-oriented projects, often embedded in teaching at HTW Berlin . His project focus is currently in the areas of digitization, artificial intelligence , socio-technical systems and agile teams .

Web links

Individual evidence

  1. ^ Prize for good teaching at the HTW Berlin. In: HTW-Berlin.de. Retrieved February 6, 2020 .
  2. ↑ Michael Müller-Vorbrüggen, Jürgen Radel (Hrsg.): Handbook of Personnel Development: The Practice of Personnel Education, Personnel Promotion and Work Structuring . Schäffer-Poeschel, 2016, ISBN 978-3-7910-3520-8 .
  3. ^ Roland Schuster, Jürgen Radel: A Reflection on the (Harvard) Case Method from a Group Dynamics Perspective: Connecting Transcendent Knowledge with Immanent Phenomena. Springer, accessed February 6, 2020 .
  4. ^ Radel, Jürgen: The New CRM System - Compact Case. The Case Center, March 27, 2020, accessed March 27, 2020 .
  5. ^ Radel, Jürgen: The New CRM System - Teaching Note. The Case Center, March 27, 2020, accessed March 27, 2020 .
  6. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband. The Case Center, accessed June 8, 2020 .
  7. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband | Teaching note. The Case Center, accessed June 8, 2020 .
  8. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband (Hindi). The Case Center, accessed June 8, 2020 (Hindi).
  9. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband (French). The Case Center, accessed June 8, 2020 (French).
  10. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband (Chinese). The Case Center, accessed June 8, 2020 (Chinese).
  11. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband (Spanish). The Case Center, accessed June 8, 2020 (Spanish).
  12. ^ Radel, Jürgen: Corporate Culture - The Beloved Husband (Russian). The Case Center, accessed June 8, 2020 (Russian).
  13. ↑ a b Jürgen Radel, Roland Schuster: Ego Defense Mechanisms as a tool of managers to cope with boundaries during organizational transformation. In: HTW Berlin (ed.): Limits in times of technological and social disruption . BWV Berliner Wissenschafts-Verlag, Berlin 2019, ISBN 978-3-8305-3957-5 , p. 24-33 .
  14. ↑ a b Roland Schuster & Jürgen Radel: Negotiating Boundaries. A brief reflection of a power and discipline focused intervention in a hierarchical public sector organization. In: HTW Berlin (ed.): Limits in times of technological and social disruption . BWV Berliner Wissenschafts-Verlag, Berlin 2019, ISBN 978-3-8305-3957-5 , p. 262-267 .
  15. ^ Long N8 of the Sciences. May 28, 2020, accessed on June 8, 2020 (The exercise is shown from the minute 16:18.).
  16. ↑ One on One. November 18, 2012, accessed on July 9, 2020 (German).
  17. ↑ Milky Way and Michel Foucault | Monopoly. Retrieved July 9, 2020 .
  18. ↑ Master's projects at HTW Berlin. In: HTW-Berlin.de. Retrieved February 6, 2020 .
personal data
SURNAME Radel, Jürgen
BRIEF DESCRIPTION German economist and university professor
DATE OF BIRTH December 16, 1975
PLACE OF BIRTH Aachen