2024/2025
Лидерство и управление командой проекта
Статус:
Маго-лего
Когда читается:
2 модуль
Охват аудитории:
для своего кампуса
Преподаватели:
Багратиони Константин Амиранович
Язык:
английский
Кредиты:
3
Course Syllabus
Abstract
The course acknowledges the presence of artificial intelligence as a competitor of a modern leader and therefore is aimed at creating a competitive advantage for students in the form of crucial knowledge necessary for the independent development of emotional intelligence and influence skills. The course has outcome-based student-oriented design and educational technology with criterion-referenced assessment. The course design aims at dealing with extensive students’ diversity in terms of both their initial backgrounds and future career tracks. In particular, highly interactive teaching methods and constructively aligned assessment criteria enable students to choose individual educational trajectories and guarantee accommodative jump to a certain established level of competencies
Learning Objectives
- To create competitive advantage for students in the form of crucial knowledge necessary for the independent development of emotional intelligence and influence skills
Expected Learning Outcomes
- Demonstrate oral communication skills, i.e. present ideas in an organized way / use effective presentation delivery techniques/effective use of media in presentations/clear, confident responses to questions during presentations.
- Distinguish between different biases in judgement and decision-making
- Analyze theories pertinent to the scope of the discipline "Social Influence"
- Evaluate information from international journals
- Distinguish between different "Weapons of Influence"
- Distinguish between different leadership behaviours
- Define main concepts pertinent to trait theory
- Analyze theories pertinent to the scope of the discipline
- Analyze leadership theories
Course Contents
- Mechanisms and Methods of Social Influence and Persuasion
- Strategic Leadership
- Leadership theory
- Dispositional theory
Assessment Elements
- SeminarsActive participation in seminars. Eeach seminar equals 2 academic hours. Relevant comments are considered only if they were made during the seminars. 0 points - absence from the seminar or passive presence without participation in seminar activities / copy-paste from AI (Verification for generative text is carried out using tools like GPTzero, Antiplagiat, Bypassai, or similar.). 1 point - participation in mandatory written assignments during seminars. 2 points - participation in mandatory written assignments during seminars and a significant contribution to verbal discussion. 3 points - a substantial contribution to verbal discussion + comprehensive presentation of the study material in assignments, along with original thoughts supported by references to academic sources. The expressed ideas are creative, and their scientific novelty is substantiated by the student (the student is capable of explaining what scientific novelty means). During each seminar, the professor conducts a peer-review vote using the YandexForms or similar tool, through which students select three discussion leaders for each seminar. The leaders of the vote receive an additional +1 point to their discussion score. The vote is considered valid if the number of leaders does not exceed three people. If there are more than three leaders, no points are awarded for the vote. Scale: 24 10 23 10 22 9 21 9 20 8 19 8 18 8 17 7 16 7 15 7 14 6 13 6 12 6 11 5 10 5 9 5 8 5 7 4 6 4 5 4 4 4 3 3 2 2 1 1 0 0
- ExamThe Exam consists of 2 Tests (0,4 and 0,6 of the Grade for the Exam). The Questions of the first Test are formed on the basis of lecture material, the questions for the second test and are formed on the basis of articles, assigned for the reading and analysis to the students during the Course. Answers to test questions of both Test 1 and Test 2 are counted as correct only in case of full compliance (all correct answers are marked as correct, none of the wrong answers are marked as correct) Initially, a student must surpass the respective minimum threshold. The minimum threshold for obtaining “4” or higher (a satisfactory grade) is 40%, “6” or higher - 60%, “8” or higher grade - 80% etc. Once the respective threshold is surpassed, grades are distributed according to the following scale: 10 - 10%, 9-10%, 8-10%, 7-17.5%, 6-17.5%, 5-17.5%, 4-17.5%. The first and second (commission) resit procedures are similar to the exam procedure: the Cumulative Grade is taken into account (i.e. the formula remains the same). The course does not provide for examination exemption for students. Examination format: The exam is taken written in computer class. The platform: The exam is conducted on the StartExam platform. StartExam is an online platform for conducting test tasks of various levels of complexity. The link to pass the exam task will be available to the student in the RUZ. Students are required to join a session 15 minutes before the beginning. A student is supposed to follow the requirements below: Check your Internet connection (we recommend connecting your computer to the network with a cable, if possible); Disable applications on the computer's task other than the browser that will be used to log in to the StartExam program. If one of the necessary requirements for participation in the exam cannot be met, a student is obliged to inform a professor and a manager of a program 2 weeks before the exam date to decide on the student's participation in the exams. Connection failures: A short-term communication failure during the exam is considered to be the loss of a student's network connection with the StartExam platform for no longer than 1 minute. A long-term communication failure during the exam is considered to be the loss of a student's network connection with the StartExam platform for longer than 1 minute. A long-term communication failure during the exam is the basis for the decision to terminate the exam and the rating “unsatisfactory” (0 on a ten-point scale). In case of long-term communication failure in the StartExam platform during the examination task, the student must notify the teacher, record the fact of loss of connection with the platform (screenshot, a response from the Internet provider). Then contact the manager of a program with an explanatory note about the incident to decide on retaking the exam. If something goes wrong, it is important to document the issue by taking a screenshot of the screen. Please report the problem to IT support at sd.gsb@hse.ru (attach the screenshot to your email). The exam is conducted in an "open-book" format: you are allowed to use your notes and scholarly articles. After the exam: Reviewing of exam works is not provided. Appeals are only possible regarding the exam procedure.
- PresentationIndividually or in Groups (up to 3 students; at least 12 slides per student).
Bibliography
Recommended Core Bibliography
- Cialdini, R. B. (2009). Influence : The Psychology of Persuasion. New York: HarperCollins. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=279852
- Hogan, R., & Hogan, J. (2001). Assessing Leadership: A View from the Dark Side. International Journal of Selection & Assessment, 9(1/2), 40. https://doi.org/10.1111/1468-2389.00162
- Influence : the psychology of persuasion, Cialdini, R. B., 2007
- Kahneman, D. (2012). Thinking, Fast and Slow. Contenido, (585), 143. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=73880857
- Stephen J. Zaccaro. (2007). Trait-based perspectives of leadership. Http://Www.Mydarknight.Com/Wp-Content/Uploads/2013/04/Traits-Based-Approach-Zaccaro-Article.Pdf.
- University of Florida, U. S. ( host institution ), Judge, T. A. ( author ), Piccolo, R. F. ( author ), & Kosalka, T. ( author ). (2009). The bright and dark sides of leader traits: A review and theoretical extension of the leader trait paradigm. https://doi.org/10.1016/j.leaqua.2009.09.004
Recommended Additional Bibliography
- Martin Fishbein, & Icek Ajzen. (2010). Predicting and Changing Behavior : The Reasoned Action Approach. Psychology Press.
- Social psychology, Myers, D. G., 2013