| Competences |
| Type A | Code | Competences Specific |
| Type B | Code | Competences Transversal |
| B2.1 | Provide purpose and direction. Influence and guide others to improve èrformance and achieve objectives. | |
| B2.2 | Lead and define multidisciplinary teams that can respond to technical changes and management needs in national and international contexts and in poorly defined situations. | |
| B2.4 | Pool knowledge and recognise the difficulties inherent in making judgements and taking decisions on the basis of incomplete or limited information, especially when such decisions require reflection on the social and ethical responsibilities of professional practice | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| Type B | Code | Learning outcomes |
| B2.1 |
Explain the principal models for transformational leadership based on competencies. Define the concepts of vision, mission and values. Identify and explain key behaviours for positively influencing external groups. Identify and explain key bahviours for driving continual improvement and innovation in the organisation. | |
| B2.2 |
Identify and explain the key behaviours for maxmimsing the potential of the members of the organisation. | |
| B2.4 |
Identify and explain the key behaviours that illustrate "Integrity". Identify and describe the elements that constitute a systems for managing with excellence. Identify and differentiate between the functions of leadship and management. Define transformational leadership and compare it with the type of leadership proposed in models of organisational excellence. | |
| Type C | Code | Learning outcomes |
| Contents |
| 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. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
12 | 12 | 24 | ||||||
| Case study |
|
14 | 27 | 41 | ||||||
| Assignments |
|
1 | 5 | 6 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Objective multiple-choice tests |
|
2 | 0 | 2 | ||||||
| (*) 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 subject's content. |
| Case study | Resolution of a case study and subseqüent oral presentation based on the conclusions drawn. |
| Assignments | Introspection exercise based on the results of the Clifton strengthsFinder survey and their degree of coherence with the responsibilities of leadership. |
| Personal tuition | Tutoring of students according to the schedule that will be timely communicated. |
| Personalized attention |
| Description |
| Tutoring of students according to the schedule that will be timely communicated. |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Case study |
|
Documentation Oral presentation |
20% 20% |
||||
| Assignments |
|
Introspection exercise | 25% | ||||
| Objective multiple-choice tests |
|
This exam consists of multiple-choice and short-answer questions | 35% | ||||
| Others |
| 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. |
|||
| Sources of information |
| 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 |
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| Recommendations |
(*)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.