20159 - SEMINARI PER LO SVILUPPO DI ABILITA' COMPORTAMENTALI / BEHAVIOURAL SKILLS SEMINARS
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
Classe 1: MASSIMO MAGNI, Classe 2: GIORDANA TAGGIASCO, Classe 3: EMILIA PAOLINO, Classe 8: ANNA SIMIONI, 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
Lezioni della classe erogate online
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.
I seminari si focalizzano sui seguenti argomenti:
- Le competenze del futuro.
- Integrare la conoscenza collaborando.
- Parlare in pubblico e presentation skills.
- 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.
- 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.
- Lezioni online
- Lavori/Assignment di gruppo
- 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.
Accertamento in itinere | Prove parziali | Prova generale | |
---|---|---|---|
x |
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".
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 distribuiti in aula (simulazioni e self assessment)
- Slide a cura del docente.
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
Class 4: TATIANA BALUSHKINA, Class 5: MARCO SAMPIETRO, Class 10: NAVYA PANDIT, Class 13: MARIA GABRIELLA BAGNATO, Class 16: ALBERTO MONTI, Class 17: BEATRICE MANZONI, Class 19: MARCO SAMPIETRO, Class 20: TRACY ANDERSON, Class 21: TATIANA BALUSHKINA, Class 22: CASSANDRA RAE CHAMBERS, Class 25: ALBERTO MONTI
Class group/s taught in English
Lezioni della classe erogate online
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.
The seminars focuses on the following topics:
- The skills of the future.
- Integrate knowledge through collaboration.
- Public speaking and effective presentation skills.
- Understand individual differences in team-based settings.
- Understand personal teamwork style (strengths and weaknesses).
- Identify the elements of effective presentations.
- 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.
- Face-to-face lectures
- Interactive class activities (role playing, business game, simulation, online forum, instant polls)
- 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.
Continuous assessment | Partial exams | General exam | |
---|---|---|---|
x |
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.
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.
Materials distributed in class (simulations) and instructor’s slides.
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.
Class 4: TATIANA BALUSHKINA, Class 5: MARCO SAMPIETRO, Class 10: TO BE DEFINED, Class 13: MARIA GABRIELLA BAGNATO, Class 16: ALBERTO MONTI, Class 17: BEATRICE MANZONI, Class 19: MARCO SAMPIETRO, Class 20: TO BE DEFINED, Class 21: TATIANA BALUSHKINA, Class 22: CASSANDRA RAE CHAMBERS, Class 23: LAURA BARUFFALDI, Class 24: REMUS ILIES, Class 25: ALBERTO MONTI
Class group/s taught in English
Lezioni della classe erogate online
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.
The seminars focuses on the following topics:
- The skills of the future.
- Integrate knowledge through collaboration.
- Public speaking and effective presentation skills.
- Understand individual differences in team-based settings.
- Understand personal teamwork style (strengths and weaknesses).
- Identify the elements of effective presentations.
- 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.
- Face-to-face lectures
- Interactive class activities (role playing, business game, simulation, online forum, instant polls)
- 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.
Continuous assessment | Partial exams | General exam | |
---|---|---|---|
x |
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.
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.
Materials distributed in class (simulations) and instructor’s slides.
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.