Insegnamento a.a. 2024-2025

20172 - SEMINAR ON COLLABORATIVE COMPETENCES

Department of Management and Technology

Course taught in English

Student consultation hours
Class timetable
Exam timetable
Go to class group/s: 6
IM (2 credits - II sem. - OB)
Course Director:
MASSIMO MAGNI

Classes: 6 (II sem.)
Instructors:
Class 6: MASSIMO MAGNI


Mission & Content Summary

MISSION

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.

CONTENT SUMMARY

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.

Intended Learning Outcomes (ILO)

KNOWLEDGE AND UNDERSTANDING

At the end of the course student will be able to...
  • 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.

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
  • Guest speaker's talks (in class or in distance)
  • Interactive class activities on campus/online (role playing, business game, simulation, online forum, instant polls)

DETAILS

Students will be involved in simulations and exercises. Students will interact with guest speakers.


Assessment methods

  Continuous assessment Partial exams General exam
  • Active class participation (virtual, attendance)
x    

ATTENDING STUDENTS

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

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.


Teaching materials


ATTENDING STUDENTS

Materials will provided by the instructor


NOT ATTENDING STUDENTS

  • 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.

 

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