Type A
|
Code |
Competences Specific | | A14 |
A4.1 Lead and organize companies and production and service systems by applying knowledge and abilities regarding industial organization, commercial strategy, planning and logistics, mercantile and labour legislation, and financial and costs accounting (P1). |
Type B
|
Code |
Competences Transversal | | B2.1 |
B2.1 Lead and define multidisciplinary teams that are able to make technical changes and address management needs in national and international contexts. (G8) |
| B2.2 |
B2.2. Providing guidelines for defining and achieving objectives |
| B8 |
B5.2 Bring together knowledge, make judgements and take decisions on the basis of incomplete or limited knowledge whilst taking into account the social and ethical responsibilities of professional practice. (G7) |
Type C
|
Code |
Competences Nuclear | | C2.1 |
Be committed to ethics and social responsibility as citizens and professionals |
Type A
|
Code |
Learning outcomes |
| A14 |
Identifica i diferencia les funcions del lideratge i del management.
Defineix el lideratge transformacional i el compara amb el tipus de lideratge propugnat pels models d'excel • lència organitzacional.
Recorda i explica els principals models de lideratge transformacional basats en comportaments.
Defineix els conceptes de visió, missió i valors.
Identifica i explica els comportaments clau que sustenten la competència de 'Integritat'.
Determina i descriu els elements que constitueixen un sistema de gestió excel lent.
Identifica i explica els comportaments clau per influenciar positivament als grups d'interès externs.
Identifica i explica els comportaments clau per impulsar la millora contínua i la innovació en l'organització.
Identifica i explica els comportaments clau per aprofitar el màxim potencial de les persones de l'organització.
|
Type B
|
Code |
Learning outcomes |
| B2.1 |
Valora i jerarquitza les necessitats i recursos en un context real d'intervenció, prioritzant les necessitats que han de ser objecte del projecte.
Concreta els objectius a llarg termini en objectius operatius.
Proposa al grup metes ambicioses i clarament definides.
Desenvolupa estratègies per involucrar a l'equip en la consecució dels objectius.
Col · labora activament en la planificació del treball en equip, en la distribució dels rols dels membres i en la seva orientació a un rendiment elevat.
Fomenta que todos los miembros se comprometan con la gestión y funcionamiento del equipo.
| | B2.2 |
Com a líder d'un equip, és capaç de descriure les tasques i la seqüència temporal de les mateixes suficients perquè l'equip les desenvolupi de forma eficaç.
| | B8 |
Identifica les idees innovadores, les relaciona amb les necessitats de la societat, i determina la seva viabilitat.
|
Type C
|
Code |
Learning outcomes |
| C2.1 |
Respect fundamental rights and equality between men and women.
Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th
ose with special educational needs.
Be respectful of the values of a culture of peace and democracy.
|
Topic |
Sub-topic |
Introduction to leadership. |
What do leaders do?
Differencies between leadership and management.
The leaders, are they born or made?
The leaders, do they really make a difference? |
Behavioral-based transformational leadership models. |
The behavioral-based transformational leadership models.
Connection with the EFQM Excellence Model.
The model by the authors Kouzes and Posner.
The model by the author Gene Klann.
The Emotional Competence Inventory.
The Alabart Competency Dictionary.
|
Talent-based leadership. |
Talents and strengths.
Invest in your talents and those of your team members.
Maximize your team. |
Leadership and integrity. |
Definition of integrity.
Integrity behaviors.
The ABC model.
Fear as a brake.
The Johari window. |
Leadership and guiding principles. |
Vision, mission and values. |
The organization's management system. |
Organizational structure.
Process management system. Continuous improvement.
Strategy management system. Quantum improvement. |
Leadership and influence. |
Identification of external stakeholders.
Client orientation.
Identification of potential partners to establish alliances.
Communication with external stakeholders.
Corporate Social Responsibility. |
Leadership and drive for excellence. |
Continuous improvement and innovation. |
Leadership and empowerment. |
Results orientation.
The concept of empowerment.
How to provide recognition.
How to provide constructive feedback.
How to deal with problematic workers.
Conflict management. |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
0 |
1 |
Lecture |
|
12 |
12 |
24 |
Practicums/Case studies |
|
13 |
22 |
35 |
Personal tuition |
|
1 |
0 |
1 |
|
Mixed tests |
|
2 |
0 |
2 |
Oral tests |
|
2 |
10 |
12 |
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Introduction to the subject: purpose, objectives, working plan, and assessment method. |
Lecture |
Lectures on the subjec's content. |
Practicums/Case studies |
Resolution of case studies in the classroom. |
Personal tuition |
Tutoring of students according to the schedule that will be timely communicated. |
Description |
Tutoring of students according to the schedule that will be timely communicated. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Mixed tests |
|
This exam consists of multiple-choice and short-answer questions, and the resolution of case studies. |
50 |
Oral tests |
|
Prepare, design and deliver an oral presentation based on a concept, a real case, etc. that bears a relationship with the purpose of the subject. |
30 |
Others |
|
Attendance to and participation in class. |
20 |
|
Other comments and second exam session |
In order to compute the final score for the subjet, the student must get a minimum grade of 4 (out of 10) in each of the elements of the assessment method. Throughout the assessment activities, all the cell phones, tablets, and other electronic gadgets must be switched off and placed out of sight, unless they are expressly authorized by the professor. |
Basic |
James M. Kouzes, Barry Z. Posner, The Leadership Challenge, 3rd edition, Jossey-Bass
|
|
Complementary |
Tom Rath, Barry Conchie, Strengths-Based Leadership, 2008, Gallup Press
European Foundation for Quality Management, EFQM Excellence Model, 2013, EFQM Publications
D. Goleman, R. Boyatzis, A. McKee, Primal Leadership: Realizing the Power of Emotional Intelligence, 2002, Harvard Business School Press
Josep M. Costa, Gestió de la qualitat en un món de serveis, 1998, Edicions 2000
P.R. Scholtes, The Leader’s Handbook: Making Things Happen, Getting Things Done, 1998, McGraw-Hill
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
|