Delivered at:: Department of Organisational Behaviour and Human Resource Management

Course type:: Compulsory course

When:: 2 year, 1 module

Instructor

Gordienko, Olga A.

Full Syllabus

Abstract

The influence of managerial skills on employee performance is especially significant when the work outcome relies on the combined efforts of all team members in collaborative tasks. This course acknowledges the role of artificial intelligence as a competitor to humans in today's world and is designed to equip participants with the knowledge needed to independently develop emotional intelligence and enhance their influence skills.

Learning Objectives

To introduce students to classic and modern theories pertinent to team management

Expected Learning Outcomes

Analyze the information from appropriate sources for academic activities
Distinguish between different team roles
Identify stages of team development
Define main concepts pertinent to leadership and social influence
Diagnosis of a team using Tuckman's, Katzenbach-Smith's, Lencioni's, Belbin's, or other relevant models
Articulate Core Concepts and Theories Related to Team Management
Analyze contemporary and classical theories related to team management.
Demonstrate communication skills.

Course Contents

Traditional Teams
Iterative Team Management Models
Team roles

Assessment Elements

Discussion
Active participation in discussion. Each time a student partakes in he/she receives a grade according to HSE scale (0-10). If student does not participate in discussion, he/she receives “0”. The final grade for the Discussion equals the total amount divided by the total number of seminars (each seminar equals 2 academic hours).
Presentation
Individually or in Groups (up to 3 students; at least 10 slides per student). The topic of Presentation should be approved by the lecturer. Presentation is prepared Individually or in Groups (up to 3 students; at least 10 slides per student). In assessing students’ Presentations, the tutor is guided by the following criteria: Criteria # High quality of the presentation: the material is well-balanced (approx.: 50% - research part, 50% - “story” part), the majority (not less than 10 per student) of the slides should be informative, there should be references at the bottom of the slides (APA style, at least 3 sources) 1 The material presented for evaluation is presented in a logical and scientific style. A table briefly characterizing the conclusions and methods by which they were obtained for each source of theoretical analysis (clarity and consistency). 2 Citing is justified. 3 A student is well versed in the material: able to answer relevant questions. Student cites at least one meta-analysis or systematic review. 4 The story is relevant to the research part. Story part is comprised of not less than 300 words. the stories contain references to the main postulates of theoretical analysis. The story should be original (not on the basis of YouTube or other sources). At least 1 Story per student. 5 High quality of the material. There are no typos, syntax and spelling errors, negligence in design, etc., as well as missing figures, graphics, diagrams, words. Sound (tangible) conclusions. Conclusion part is comprised of not less than 200 words 6 meeting the deadline (not later than the last minute of the prepenultimate seminar (one seminar = 2 academic hours), otherwise the grade will be lowered). 7 Criteria Grade 7 + Not less than 10 sources indexed in Scopus / Web of Science per student 10 7 + Not less than 7 sources indexed in Scopus / Web of Science per student 9 7+ Not less than 5 sources indexed in Scopus / Web of Science per student 8 All criteria are met 7 6/7 criteria are met 6 5/7 criteria are met 5 4/7 criteria are met 4 3/7 criteria are met 3 2/7 criteria are met 2 1/7 criteria are met 1 Student's contribution to the story is less than 80% / the material is not provided / 0/7 criteria are met 0
Course Project
Exam
The Exam consists of 2 Tests (0,5 and 0,5 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) The minimum threshold for obtaining “4” or higher (a satisfactory grade) is 40%, “6” or higher - 60%, “8” or higher grade - 80% etc. Grades are normalized in accordance with 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. 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.

Interim Assessment

2024/2025 1st module
0.15 * Course Project + 0.15 * Discussion + 0.5 * Exam + 0.2 * Presentation

Bibliography

Recommended Core Bibliography

Alpina - 1082 - S. E.Kohn; V.O'Connell - 9 Powerful Practices of Really Great Teams - 9781601635297 - Career Press - https://hse.alpinadigital.ru/book/1082
Belbin, R. M. (2010). Management teams: why they succeed or fail. Oxford, U.K.: Butterworth-Heinemann. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edshlc&AN=edshlc.012580625.6
Building smart teams : a roadmap to high performance, Beatty, C. A., 2004
Connie J G Gersick. (1988). Time and transition in work teams: Toward a new model of group development. Http://Web.Mit.Edu/Curhan/Www/Docs/Articles/15341_Readings/Group_Dynamics/Gersick_1988_Time_and_transition.Pdf.
Cui, Z. (2016). Decision Making in Cross-Functional Teams: The Role of Decision Power*. Decision Sciences, 47(3), 492–523. https://doi.org/10.1111/deci.12188
Influence : the psychology of persuasion, Cialdini, R. B., 2007
Nydegger, R., & Nydegger, L. (2010). Challenges In Managing Virtual Teams. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.A0D434F7
Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group & Organization Management, 2(4), 419–427. https://doi.org/10.1177/105960117700200404
Yetunde Anibaba, & Godbless Akaighe. (2018). Dynamics of Decision Making in Cross-Functional Teams. Contemporary Economics : Digital Transformations and Value Creation in International Markets, 12(4), 485–496. https://doi.org/10.5709/ce.1897-9254.292

Recommended Additional Bibliography

Creating effective teams : a guide for members and leaders, Wheelan, S. A., 2013
Creativity and innovation in organizational teams, , 2012
Effective multicultural teams : theory and practice, , 2008
Group dynamics for teams, Levi, D., 2017
Leadership, management and innovation in R&D project teams, Mann, L., 2005
Leading project teams : the basics of project management and team leadership, Cobb, A. T., 2012

Authors

Артюшенкова Евгения Александровна
GORDIENKO OLGA ALEKSANDROVNA

Bachelor’s Programme 'Digital Product Management'

Contact us

Project Seminar "Team Management"