20159 - SEMINARI PER LO SVILUPPO DI ABILITA' COMPORTAMENTALI / BEHAVIOURAL SKILLS SEMINARS
Dipartimento di Management e Tecnologia / Department of Management and Technology
Per la lingua del corso verificare le informazioni sulle classi/
For the instruction language of the course see class group/s below
Vai alle classi / Go to class group/s: 1 - 2 - 3 - 4 - 5 - 8 - 9 - 10 - 11 - 12 - 13 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25
M (2 cfu - I sem. - OB | SECS-P/10) - MM (2 cfu - I sem. - OB | SECS-P/10) - AFC (2 cfu - I sem. - OB | SECS-P/10) - CLELI (2 cfu - I sem. - OB | SECS-P/10) - FIN (2 cfu - I sem. - OB | SECS-P/10)
Docente responsabile dell'insegnamento / Course Director:
MASSIMO MAGNI
MASSIMO MAGNI
Classi: 1 (I sem.) - 2 (I sem.) - 3 (I sem.) - 8 (I sem.) - 9 (I sem.) - 11 (I sem.) - 12 (I sem.) - 15 (I sem.) - 18 (I sem.)
Docenti responsabili delle classi:
Classe 1: MASSIMO MAGNI, Classe 2: GIORDANA TAGGIASCO, Classe 3: EMILIA PAOLINO, Classe 8: GIORDANA TAGGIASCO, Classe 9: PAOLA CAIOZZO, Classe 11: SILVIA BAGDADLI, Classe 12: PAOLA CAIOZZO, Classe 15: SIMONA MARIA CUOMO, Classe 18: MARTINA RAFFAGLIO
Classe 1: MASSIMO MAGNI, Classe 2: GIORDANA TAGGIASCO, Classe 3: EMILIA PAOLINO, Classe 8: GIORDANA TAGGIASCO, Classe 9: PAOLA CAIOZZO, Classe 11: SILVIA BAGDADLI, Classe 12: PAOLA CAIOZZO, Classe 15: SIMONA MARIA CUOMO, Classe 18: MARTINA RAFFAGLIO
Classe/i impartita/e in lingua italiana
Mission e Programma sintetico
MISSION
L'evoluzione del contesto globale richiede sempre più un orientamento allo sviluppo di competenze in grado di integrare la conoscenza tra attori organizzativi per la creazione di soluzioni innovative. La capacità di leggere il contesto e di integrare fonti differenti di conoscenza richiede inoltre una spiccata capacità di comunicare in modo efficace.
Questi seminari hanno l’obiettivo di favorire lo sviluppo di competenze legate all’efficace condivisione e comunicazione di conoscenza tra i membri di un team e tra individui e altri attori organizzativi.
PROGRAMMA SINTETICO
I seminari si focalizzano sui seguenti argomenti:
- Le competenze del futuro.
- Integrare la conoscenza collaborando.
- Parlare in pubblico e presentation skills.
Risultati di Apprendimento Attesi (RAA)
CONOSCENZA E COMPRENSIONE
Al termine dell'insegnamento, lo studente sarà in grado di...
- Comprendere le differenze individuali nell'approcciare attività team-based.
- Comprendere il proprio stile di lavoro all'interno di un team (punti di forza/debolezza del proprio profilo).
- Identificare gli elementi che contraddistinguono una comunicazione efficace da una non efficace.
CAPACITA' DI APPLICARE CONOSCENZA E COMPRENSIONE
Al termine dell'insegnamento, lo studente sarà in grado di...
- Adattare il proprio stile di lavoro in gruppo al contesto di riferimento.
- Sintetizzare contenuti fondamentali per costruire una presentazione efficace.
- Comunicare in modo efficace in relazione all’audience di riferimento.
Modalità didattiche
- Lezioni online
- Lavori/Assignment di gruppo
DETTAGLI
- Self-assessment: gli studenti sono coinvolti nella compilazione di un questionario di self-assessment volto a comprendere il proprio stile di conduzione e di lavoro in gruppo.
- Simulazioni di gruppo: gli studenti sono coinvolti nella creazione di una presentazione da erogare in pubblico e nella valutazione delle presentazioni altrui attraverso una griglia di osservazione.
Metodi di valutazione dell'apprendimento
| Accertamento in itinere | Prove parziali | Prova generale | |
|---|---|---|---|
|
x |
STUDENTI FREQUENTANTI
Data l'interattività del seminario e i momenti di feedback previsti in itinere, gli studenti frequentanti vengono valutati sulla base dell'attiva partecipazione in aula a tutti i momenti seminariali (es. strutturazione del messaggio, creazione della presentazione, definizione dello speech, peer-feedback tra colleghi, etc.)
- La valutazione finale prevede un esito "pass or fail".
STUDENTI NON FREQUENTANTI
Gli studenti non frequentanti sono valutati con un esame scritto (multiple choice) che si svolge negli appelli definiti e volto a verificare la comprensione dei principali aspetti che caratterizzano un team performante e una presentazione efficace. L'esame verte sul libro indicato nella sezione "materiali didattici".
- La valutazione finale prevede un esito "pass or fail".
Materiali didattici
STUDENTI FREQUENTANTI
- Materiali didattici distribuiti in aula (simulazioni e self assessment)
- Slide a cura del docente.
STUDENTI NON FREQUENTANTI
L'esame per NON frequentanti si basa sul seguente libro di testo:
Magni, M., & Pennarola, F. (2015). Responsible Leadership: Creare benessere, sviluppo e performance a lungo termine. EGEA. Capitoli: 4-5-7-8-9-12
Modificato il 14/08/2020 12:53
Docente responsabile dell'insegnamento / Course Director:
MASSIMO MAGNI
MASSIMO MAGNI
Class group/s taught in English
Mission & Content Summary
MISSION
The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between team members. In particular, recent research outline the importance of dealing with different perspectives, manage conflict, and influence others. These seminars have the aim to favor the development of such skills in order to allow individuals to integrate knowledge and develop innovative solutions.
CONTENT SUMMARY
The seminars focuses on the following topics:
- Team dynamics and team building.
- Conflict in teams.
- Diversity in teams and within organizations.
- Team leadership and problem solving techniques
- Teaming in a virtual setting.
Intended Learning Outcomes (ILO)
KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
- Understand the main drivers of effective teamwork.
- Understand the sources of conflict and its consequences.
- Understand the value of diversity within the team and the organization.
- Understand how team dynamics operate in a virtual setting.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
- Deal with different conflicting situations on the basis of the team goal.
- Leverage on diversity as a source of value for the team.
- Organize team activities in order to prevent pitfalls and maximize members contribution.
Teaching methods
- Face-to-face lectures
- Interactive class activities (role playing, business game, simulation, online forum, instant polls)
DETAILS
Team-based simulations: students are involved in several simulations and role playing related to conflict, diversity and teamwork.
Assessment methods
| Continuous assessment | Partial exams | General exam | |
|---|---|---|---|
|
x |
ATTENDING STUDENTS
Because of the active interaction and the continuous feedback (from peers and instructors), attending students are evaluated on the basis of their active and continuous contribution throughout the entire duration of the seminars.
- Final evaluation: pass/fail.
NOT ATTENDING STUDENTS
Not-attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the "teaching material" section". The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective teamwork and influential presentations.
- Final evaluation: pass/fail.
Teaching materials
ATTENDING STUDENTS
Materials distributed in class (simulations) and instructor’s slides.
NOT ATTENDING STUDENTS
The not-attending exam will be entirely based on the following readings:
- Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
- Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
- Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
- Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
- McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
- Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
- Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.
Last change 24/08/2020 16:07
M (2 cfu - I/II sem. - OB | SECS-P/10) - MM (2 cfu - I/II sem. - OB | SECS-P/10) - AFC (2 cfu - I/II sem. - OB | SECS-P/10) - ACME (2 cfu - I/II sem. - OB | SECS-P/10) - DES-ESS (2 cfu - I/II sem. - OB | SECS-P/10) - FIN (2 cfu - I/II sem. - OB | SECS-P/10)
Docente responsabile dell'insegnamento / Course Director:
MASSIMO MAGNI
MASSIMO MAGNI
Classes: 4 (I sem.) - 5 (I sem.) - 10 (I sem.) - 13 (I sem.) - 16 (I sem.) - 17 (I sem.) - 19 (I sem.) - 20 (I sem.) - 21 (I sem.) - 25 (II sem.)
Instructors:
Class 4: TATIANA BALUSHKINA, Class 5: MARCO SAMPIETRO, Class 10: SILVIA BAGDADLI, Class 13: MARIA GABRIELLA BAGNATO, Class 16: ALBERTO MONTI, Class 17: FABRIZIO CASTELLUCCI, Class 19: MARCO SAMPIETRO, Class 20: ISABELLA POZZO, Class 21: TATIANA BALUSHKINA, Class 25: ISABELLA POZZO
Class 4: TATIANA BALUSHKINA, Class 5: MARCO SAMPIETRO, Class 10: SILVIA BAGDADLI, Class 13: MARIA GABRIELLA BAGNATO, Class 16: ALBERTO MONTI, Class 17: FABRIZIO CASTELLUCCI, Class 19: MARCO SAMPIETRO, Class 20: ISABELLA POZZO, Class 21: TATIANA BALUSHKINA, Class 25: ISABELLA POZZO
Class group/s taught in English
Mission & Content Summary
MISSION
The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between team members and organizational actors in order to develop innovative solutions. The ability to read the context and to integrate different sources of information requires also individuals to communicate effectively complex ideas. These seminars have the aim to favor the development of team members knowledge integration skills and effective communication.
CONTENT SUMMARY
The seminars focuses on the following topics:
- The skills of the future.
- Integrate knowledge through collaboration.
- Public speaking and effective presentation skills.
Intended Learning Outcomes (ILO)
KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
- Understand individual differences in team-based settings.
- Understand personal teamwork style (strengths and weaknesses).
- Identify the elements of effective presentations.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
- Adapt the personal teamwork style to different contexts.
- Synthesize and select contents for developing a compelling presentation.
- Communicate effectively on the basis of the audience’s characteristics.
Teaching methods
- Face-to-face lectures
- Interactive class activities (role playing, business game, simulation, online forum, instant polls)
DETAILS
- Self-assessment: students are involved in self-assessments questionnaires aimed at understanding their teamwork style.
- Team-based simulations: students are involved in the design and delivery of a presentation, as well as in the evaluation of other groups’ presentations by relying on an observation grid.
Assessment methods
| Continuous assessment | Partial exams | General exam | |
|---|---|---|---|
|
x |
ATTENDING STUDENTS
Because of the active interaction and the continuous feedback (from peers and instructors), attending students are evaluated on the basis of their active and continuous contribution throughout the entire duration of the seminars (es. preparation of the presentation message, presentation design, peer feedback with other students,...)
- Final evaluation: pass/fail.
NOT ATTENDING STUDENTS
Non attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the "teaching material" section". The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective teamwork and influential presentations.
- Final evaluation: pass/fail.
Teaching materials
ATTENDING STUDENTS
Materials distributed in class (simulations) and instructor’s slides.
NOT ATTENDING STUDENTS
The not-attending exam will be entirely based on the following readings:
- Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
- Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
- Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
- Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
- McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
- Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
- Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.
Last change 24/08/2020 16:01
DSBA (2 cfu - II sem. - OB | SECS-P/10) - PPA (2 cfu - II sem. - OB | SECS-P/10) - CYBER (2 cfu - II sem. - OB | SECS-P/10)
Docente responsabile dell'insegnamento / Course Director:
MASSIMO MAGNI
MASSIMO MAGNI
Class group/s taught in English
Mission & Content Summary
MISSION
The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between team members and organizational actors in order to develop innovative solutions. The ability to read the context and to integrate different sources of information requires also individuals to communicate effectively complex ideas. These seminars have the aim to favor the development of team members knowledge integration skills and effective communication.
CONTENT SUMMARY
The seminars focuses on the following topics:
- The skills of the future.
- Integrate knowledge through collaboration.
- Public speaking and effective presentation skills.
Intended Learning Outcomes (ILO)
KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
- Understand individual differences in team-based settings.
- Understand personal teamwork style (strengths and weaknesses).
- Identify the elements of effective presentations.
APPLYING KNOWLEDGE AND UNDERSTANDING
At the end of the course student will be able to...
- Adapt the personal teamwork style to different contexts.
- Synthesize and select contents for developing a compelling presentation.
- Communicate effectively on the basis of the audience’s characteristics.
Teaching methods
- Face-to-face lectures
- Interactive class activities (role playing, business game, simulation, online forum, instant polls)
DETAILS
- Self-assessment: students are involved in self-assessments questionnaires aimed at understanding their teamwork style.
- Team-based simulations: students are involved in the design and delivery of a presentation, as well as in the evaluation of other groups’ presentations by relying on an observation grid.
Assessment methods
| Continuous assessment | Partial exams | General exam | |
|---|---|---|---|
|
x |
ATTENDING STUDENTS
Because of the active interaction and the continuous feedback (from peers and instructors), attending students are evaluated on the basis of their active and continuous contribution throughout the entire duration of the seminars (es. preparation of the presentation message, presentation design, peer feedback with other students,...)
- Final evaluation: pass/fail.
NOT ATTENDING STUDENTS
Not attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the "teaching material" section. The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective teamwork and influential presentations.
- Final evaluation: pass/fail.
Teaching materials
ATTENDING STUDENTS
Materials distributed in class (simulations) and instructor’s slides.
NOT ATTENDING STUDENTS
The not-attending exam will be entirely based on the following readings:
- Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
- Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
- Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
- Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
- McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
- Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
- Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.
Last change 07/01/2021 10:44