Leadership and Team Management

Bachelor 2021/2022

Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'

Category 'Best Course for New Knowledge and Skills'

Type: Compulsory course

Area of studies: Business Informatics

Delivered by: Bachelor's Programme in Digital Product Management

Where: Graduate School of Business

When: 4 year, 3, 4 module

Mode of studies: offline

Open to: students of one campus

Instructors: Konstantin Bagrationi

Language: English

ECTS credits: 5

Contact hours: 50

Full Syllabus Ask Question

Abstract

Unlike the cases in industrial firms in the 20th century that were driven by workers against management, the conflicts of the digitalization age are likely to stem from middle management: representatives of top management can influence the course of implementation of changes, therefore, the uncertainty of the vector of changes in their social capital is lower; the functions performed by ordinary employees are usually standardized, and, if conditions change, they are more willing to adapt to changes or change jobs altogether; middle managers who have accumulated a certain social capital and are accustomed to a privileged position among the rest of the company's employees are most ready for resistance. The leader in 21st century should be able to organize effective communication and resolve conflicts. The course focuses on selected topics which are important to modern teamwork as well as on the seminal works focusing on the factors underpinning the team management and develops students’ ability to work in teams that requires certain competencies to organize their activities in small groups and benefit from the project-based learning.

Learning Objectives

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

Expected Learning Outcomes

Demonstrate communication skills
Analyze the information from appropriate sources for academic activities
Analyze the information from appropriate sources for academic activities
Distinguish between different team roles
Distinguish between different types of leadership styles
Identify components of team resilience
Identify stages of team development
Define main concepts pertinent to leadership and social influence

Course Contents

Leadership
Teamwork and Team Management
Influence and Conflict Management

Assessment Elements

Cases
A student needs to tick out all the correct answers. e.g.: there are 3 questions. For each question there are 30 possible answers. The grade for each question equals: (amount of the correct answers provided by the student \ (actual amount of correct answers provided for in the case + amount of incorrect answers provided by the student))*10 The final grade for the Case equals Grade for the 1st question * W1 + Grade for the 2nd question * W2 + Grade for the 3rd question *W3 The limit of the possible answers a student can tick out within each task is specified individually in each Case. 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 - 11%, 9 - 11%, 8 - 11%, 7 - 22.5%, 6 - 22.5%, 5 - 11%, 4 - 11%. When solving cases, students can use teaching materials The deadline for sending the solved case to the tutor is within 3 days from the end of the lecture or seminar at which the case was assigned or sent to the students. After voicing the correct answers to the case, cases that have not been sent earlier are no longer accepted for consideration
Exam
This is the only blocking form of testing within the course. The course does not provide for examination exemption for students Examination format: The exam is taken written. Please be careful and follow the instructions clearly! 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. The computers must meet the following technical requirements: https://eduhseru-my.sharepoint.com/:b:/g/personal/vsukhomlinov_hse_ru/EUhZkYaRxQRLh9bSkXKptkUBjy7gGBj39W_pwqgqqNo_aA?e=fn0t9N 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.
Discussion
Active participation in discussion. Each time a student partakes in discussion 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
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

Interim Assessment

2021/2022 4th module
0.4 * Exam + 0.2 * Cases + 0.2 * Discussion + 0.2 * Presentation

Bibliography

Recommended Core Bibliography

Bono, J. E., & Judge, T. A. (2004). Personality and Transformational and Transactional Leadership: A Meta-Analysis. Journal of Applied Psychology, 89(5), 901–910. https://doi.org/10.1037/0021-9010.89.5.901
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
De Mascia, S. (2011). Project Psychology : Using Psychological Models and Techniques to Create a Successful Project. Farnham: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=408754
DeLamater, J. D., Collett, J. L., & Myers, D. J. (2014). Social Psychology (Vol. 8th ed). New York: Routledge. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=828243
Gersick, C. J. G. (1988). Time and Transition in Work Teams: Toward a New Model of Group Development. Academy of Management Journal, 31(1), 9–41. https://doi.org/10.2307/256496
Maltby, J., Day, L., & Macaskill, A. (2017). Personality, Individual Differences and Intelligence (Vol. Fourth Edition). New York: Pearson. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1473271
Project Management Institute. (2017). A Guide to the Project Management Body of Knowledge (PMBOK® Guide)–Sixth Edition (Vol. Sixth edition). Newtown Square, PA: Project Management Institute. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1595320
Rahim, M. A. (2002). Toward a Theory of Managing Organizational Conflict. International Journal of Conflict Management, 13(3), 206. https://doi.org/10.1108/eb022874
Stephen J. Zaccaro. (2007). Trait-based perspectives of leadership. Http://Www.Mydarknight.Com/Wp-Content/Uploads/2013/04/Traits-Based-Approach-Zaccaro-Article.Pdf.
Timothy A. Judge, Remus Ilies, Joyce E. Bono, & Megan W. Gerhardt. (2002). Personality and leadership: A qualitative and quantitative review. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.26B52021
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
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

Henri Barki. (2003). Rethinking Interpersonal Conflict.

Authors

BAGRATIONI KONSTANTIN AMIRANOVICH

Course Syllabus