Bachelor
2024/2025
Project Seminar "Team Management"
Type:
Compulsory course (International Business)
Area of studies:
Management
Where:
Graduate School of Business
When:
3 year, 2 module
Mode of studies:
offline
Open to:
students of one campus
Language:
English
ECTS credits:
3
Course Syllabus
Abstract
The Impact of Managerial Skills on Employee Performance is particularly pronounced when the outcome of the work is the result of combining the individual efforts of all participants in collaborative work.The course takes into account the presence of artificial intelligence as a competitor to modern humans and aims to develop in participants the knowledge necessary for the independent development of emotional intelligence and influence skills.
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
- Diagnosis of a team using Tuckman's, Katzenbach-Smith's, Lencioni's, Belbin's, or other relevant models
Assessment Elements
- PresentationThe format should be PPT or PPTx (text, not screenshots). The presentation topic must be approved by the instructor. The originality of the work should be above 80%. The work must not contain generative text. Verification for generative text is carried out using tools like GPTzero, Antiplagiat, Bypassai, or similar. Up to 3 students in the team. Primary Criteria # High-quality presentation: slides (at least 12 per student) should be substantive – each slide must have enough text (approximately 55-75 words per slide, excluding references) on the topic of the slide; references (APA style, minimum of 3 sources) must be included at the bottom of the slides. 1 The material presented is logically and scientifically structured. A table summarizing the conclusions and methods used to obtain them should be included for each theoretical analysis source. The material is presented clearly and coherently. 2 Citations are justified. No “blind” references. All necessary references are included. 3 The student has a good understanding of the material: can answer relevant questions. Citations include meta-analyses (at least one) and systematic reviews (at least one). Content matches the chosen topic. 4 The case study part is relevant to the research part. The case study part consists of at least 300 words (on slides). Cases include references to key theoretical analysis postulates. The case should be original (not based on YouTube or other sources). At least 1 case per student. References to the theoretical part are highlighted in bold in the case text. At least one classical work is cited (classical works with at least 500 citations on Google Scholar). 5 High-quality material. No typos, syntactical or spelling errors, or careless formatting. No missing figures, graphs, diagrams, words, etc. The material presented is analyzed (includes justified conclusions, at least 200 words (on slides)). 6 Adherence to the deadline. Proper formatting (not black-and-white slides, includes images). 7 Secondary Criteria Rating 7+ students (student) conduct analysis referring to high-quality sources (at least 15 per student). 10 7+ students (student) conduct analysis referring to high-quality sources (at least 12 per student). 9 7+ students (student) conduct analysis referring to high-quality sources (at least 10 per student). At least two classical works are cited (classical works with at least 500 citations on Google Scholar). 8 All criteria met 7 6/7 criteria met 6 5/7 criteria met 5 4/7 criteria met 4 3/7 criteria met 3 2/7 criteria met 2 1/7 criteria met 1 Originality less than 80% / generated text / material not presented for evaluation / 0/7 criteria met / incorrect format (not PPT or PPTx OR screenshots instead of text) 0
- SeminarsActive Participation in Seminars
- 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.
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.
- van Eck, N. J., & Waltman, L. (2009). Software survey: VOSviewer, a computer program for bibliometric mapping. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.F4F49079