Type A
|
Code |
Competences Specific | | A1.1 |
Apply knowledge of business managment to technology companies and their functional areas while taking into account the multidiscplinary and ill-defined nature of the process of scientific and technical innovation. |
| A2.1 |
Design strategies for exploiting innovation. |
Type B
|
Code |
Competences Transversal | | B2.1 |
Provide peupose and direction. Influence and guide others in order to improve performance and achieve objectives. |
| B2.2 |
Lead and identify multidisciplinary teams that are able to respond to technical changes and management needs in national and international contexts and ill-defined environments. |
| B2.4 |
Integrate knowledge and cope with the complexity of making judgements and taking decisions on the basis of incomplete or limited information that include reflections on the social and ethical responsibilities of professional practice |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A1.1 |
Understand the importance of placing innovation at the centre of the entrepreneurial process in a technology company.
| | A2.1 |
Interpret the management of innovation in terms of processes.
Establish organisational structures that encourage innovation processes in companies.
|
Type B
|
Code |
Learning outcomes |
| B2.1 |
Identify and explain key bahaviours for promoting continual improvement and innovation within the organisation.
| | B2.2 |
Identify and explain key behaviours to maximise the potential of the individuals in the organisation.
| | B2.4 |
Identify and describe the elements that constitute an excellent management system.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
Introduction to leadership and change management. |
Highly effective leadership behaviors.
Connection with the EFQM Model of Excellence.
|
Change management methodology |
Basic aspects
Stages
Consolidation
|
Psycho-social factors. |
Reactions to change and possible resistances
Stress and anxiety management tactics
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
0 |
1 |
Lecture |
|
19 |
23 |
42 |
Practical cases/ case studies |
|
8 |
17 |
25 |
Personal attention |
|
1 |
0 |
1 |
|
Multiple-choice objective tests |
|
1 |
5 |
6 |
|
(*) 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. |
Practical cases/ case studies |
Analysis of case studies and oral presentation of the conclusions drawn. |
Personal attention |
Tutoring of students according to the schedule that will be timely communicated. |
Description |
On-site attendance hours for students on previous request via e-mail or moodle, or virtual by the same way |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Practical cases/ case studies |
|
Documentation
Oral presentation |
40%
20% |
Multiple-choice objective tests |
|
|
40% |
Others |
|
|
|
|
Other comments and second exam session |
In order to compute the final score for the subject, the student must get a minimum grade of 5 (out of 10) in each of the elements of the assessment method.The second call will involve carrying out an exam and a work that will be specified at the beginning of the classes.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 |
John P. Kotter, Leading Change, 2012, Harvard Business School Press
|
|
Complementary |
Esther Cameron, Mike Green, Making Sense of Change Management, 2nd edition, Kogan Page
Richard Luecke, Managing Change and Transition, 2003, Harvard Business School Press
Linda Hoopes, Mark Kelly, Managing Change with Personal Resilience, 2004, MK Books
Mary Lynn Pulley, Michael Wakefield, Building Resiliency: How to Thrive in Times of Change, 2001, Center for Creative Leadership
Allan Calarco, Joan Gurvis, Adaptability: Responding Effectively to Change, 2006, Center for Creative Leadership
Kerry A. Bunker, Responses to Change: Helping People Manage Transition, 2008, Center for Creative Leadership
|
|
(*)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. |
|