Type A
|
Code |
Competences Specific |
Type B
|
Code |
Competences Transversal | | B1.1 |
Communicate complex ideas effectively to all sorts of audiences. |
| B2.1 |
Lead and define multidisciplinary teams that can respond to technical changes and management needs in national and international contexts and in poorly defined situations. |
| B2.2 |
Provide purpose and direction. Influence and guide others in order to improve performance and achieve objectives. |
| B2.3 |
Create a suitable environment for personal development. |
| 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 |
| B6.1 |
Apply ethical principles and social responsibility as a citizen and a professional. |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
Type B
|
Code |
Learning outcomes |
| B1.1 |
Use the techniques of non-verbal communication and the expressive resources of the voice to make a good oral presentation.
Construct a discourse that is structured, clear, cohesive, rich and of the appropriate length, and which can transmit complex ideas.
Produce a persuasive, consistent and precise discourse that can explain complex ideas and effectively interact with the audience.
| | B2.1 |
Identify and explain key bahaviours for promoting continual improvement and innovation within the organisation.
Explain the principal models of transformational leadership based on behaviours.
| | B2.2 |
Identify and explain key behaviours to maximise the potential of the individuals in the organisation.
| | B2.3 |
Create and strengthen a stimulating and appropriate environment for individual development.
| | B2.4 |
Identify and describe the elements that constitute an excellent management system.
Identify and distinguish between the functions of leadership and management.
| | B6.1 |
Be aware of gender and other inequalities in their student and/or professional activity.
Be able to give arguments based on social values and make proposals for the improvement of the community.
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
Introduction to leadership: concepts and leadership models |
Differencies between leadership and management.
Leadership definition
Leadership models
|
Leading teams |
Work teams
Lidership styles
Leader skills
|
The leader in the organization |
Leadership and talent
Leadership and healthy organizations |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
0 |
1 |
videoconferencing |
|
13 |
13 |
26 |
Problem solving, exercises |
|
0 |
20 |
20 |
Presentations / oral communications |
|
2 |
3 |
5 |
Reading written documents and graphs |
|
0 |
18 |
18 |
Personal attention |
|
0.5 |
0 |
0.5 |
|
Mixed tests |
|
2 |
2 |
4 |
Validation tests |
|
0.5 |
0 |
0.5 |
|
(*) 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. |
videoconferencing |
Presentation of subject content, presentation of activities, problem solving and queries using videoconferencing. This activity requires students and lecturers to be present at the same time and the amount of interaction depends on the objectives. It may be recorded so that it can be made available to students in the virtual classroom. |
Problem solving, exercises |
Students analyse and solve problems or practical exercises related to the subject. |
Presentations / oral communications |
Oral presentations by the students on particular issues |
Reading written documents and graphs |
Students read and work on documents published in a variety of formats. The documents can be selected or produced by the lecturers so that students can develop the more theoretical competencies and acquire the knowledge they need for practical activities. |
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
This academic course, the consultation will be online.
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Problem solving, exercises |
|
Students analyse and solve problems or practical exercises related to the subject. |
25% |
Presentations / oral communications |
|
Oral presentations by the students on particular issues (previous written presentation) |
25% |
Mixed tests |
|
Exam that contains a mixture of múltiple-choice qüestions and short case studies |
50% |
Validation tests |
|
Activities to confirm the student's identity and validate that she/he is the author of certain evaluation tests carried out throughout the course. |
|
Others |
|
Participation |
|
|
Other comments and second exam session |
In order to compute the final score for the subjet, 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 |
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. |
|