20159 - SEMINARI PER LO SVILUPPO DI ABILITA' COMPORTAMENTALI / BEHAVIOURAL SKILLS SEMINARS
Orario di ricevimento / Student consultation hours
Orario delle lezioni / Class timetable
Calendario esami / Exam timetable
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 - 4 - 5 - 8 - 9 - 10 - 11 - 12 - 13 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 23 - 24 - 25 - 27 - 28
Classe 1: SIMONA MARIA CUOMO, Classe 2: EMILIA PAOLINO, Classe 8: GIORDANA TAGGIASCO, Classe 9: SILVIA BAGDADLI, Classe 11: SILVIA BAGDADLI, Classe 12: PAOLA CAIOZZO, Classe 15: GIORDANA TAGGIASCO, Classe 18: MARTINA RAFFAGLIO
Classe/i impartita/e in lingua italiana
Synchronous Blended: Lezioni erogate in modalità sincrona in aula (max 1 ora per credito online sincrona)
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.
- Influenza e conflitto
- 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.
- 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: gli studenti sono coinvolti in attività che prevedono l'interazione e il confronto in piccoli gruppi
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.). Lo status di frequentante richiede almeno il 75% delle presenze.
- 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: DIEGO JANNACE, Class 10: MARIA GABRIELLA BAGNATO, Class 13: BEATRICE MANZONI, Class 16: MARCO SAMPIETRO, Class 17: FRANCESCA PRANDSTRALLER, Class 19: TRACY ANDERSON, Class 20: DIEGO JANNACE, Class 21: TATIANA BALUSHKINA, Class 27: GARRETT LEVY BRADY, Class 28: DEVIKA RAJ
Class group/s taught in English
Synchronous Blended: Lezioni erogate in modalità sincrona in aula (max 1 ora per credito online sincrona)
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 represent pivotal elements to achieve and present innovative solutions.
The seminars focuses on the following topics:
- The skills of the future.
- Integrate knowledge through collaboration.
- Influence and conflict.
- Understand individual differences in team-based settings.
- Understand personal teamwork/leadership style (strengths and weaknesses).
- Effectively share information and deal with different opinions.
- Adapt the personal teamwork/leadership 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 on campus/online (role playing, business game, simulation, online forum, instant polls)
- Self-assessment: students are involved in self-assessments questionnaires aimed at understanding their teamwork style.
- Simulations: students are involved in team-based activities that require interaction and sharing of different ideas and perspectives.
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,...). To be considered attending, the student has to attend at least 75% of the course.
- 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 group/s taught in English
Synchronous Blended: Lezioni erogate in modalità sincrona in aula (max 1 ora per credito online sincrona)
The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between individuals. In particular, recent research outline the importance of dealing with different perspectives, manage conflict, and influence others. These seminars have the aim to develop awareness of such skills in order to allow individuals to integrate knowledge and develop innovative solutions.
The seminars focus on the following topics: Innovation through knowledge sharing and collaboration. Dealing with conflict: do not avoid it, manage it! Diversity in teams and within organizations. Team leadership and problem solving.
- Understand the main drivers of effective collaboration.
- Understand the sources of conflict and its consequences.
- Understand the value of diversity and its role in innovation processes.
- 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.
- Face-to-face lectures
- Interactive class activities on campus/online (role playing, business game, simulation, online forum, instant polls)
Students will be involved in simulations, exercises and role play in order to live an hands-on experience on the topics of the seminar.
Continuous assessment | Partial exams | General exam | |
---|---|---|---|
x |
Attending students will obtain their credits through active participation to the seminar activities (there is not a final exam for attending students). The seminar consists of 4 half-day sessions. In order to have an “attending” status and receive the credits, students have to participate to the activities for 3 out of 4 sections (at least). If students miss more than 1 section, they will not obtain the credits and they will become “not-attending” students.
- Final evaluation: pass/fail.
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 collaboration and teamwork. In order to pass the exam, students have to answer correctly to half of the questions (at least). There are no penalties in case of mistake (i.e. the wrong answer counts 0).
- Final evaluation: pass/fail.
Materials will provided by the instructor
- 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.