| Competences |
| Type A | Code | Competences Specific |
| Type B | Code | Competences Transversal |
| B1.2 | Adapt to change. Modify behaviour and working method in response to changing conditions. | |
| B2.3 | Create a suitable environment for personal development. | |
| B3.3 | Resolve disputes in a constructive manner. | |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| Type B | Code | Learning outcomes |
| B1.2 |
Explain the contemporary relevance to individuals and organisations of the ability to 'Respond to Change'. Understand the internal and external phenomena that drive change in organisations. Apply a methodology based on change management. Obtain a commitment to change from all relevant groups and involve them in defining and planning for change. Facilitate the development of change plans. Manage the implementation and risks involved in a change plan. Manage communications with relevant groups during a period of change. Identify and explain the behaviours of highly resilient people. Identify and explain the stages of positive and negative resistance to change. Evaluate the capacity to respond to change and the degree of comfort with change among people in management positions. Facilitate the transition of people in management positions. Design a cost/benefit analysis to encourage people to adopt new behaviours and abandon ineffective ones. | |
| B2.3 |
Create plans for effective personal development. | |
| B3.3 |
Facilitate the positive management of differences, disagreements and conflicts that arise in the team. | |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| Introduction to leadership and change management. | The drastic transformation of the Tihar prison by Kiran Bedi: Highly-effective leadership behaviors. An era of quick, unexpected, and radical changes. Connection with the EFQM Excellence Model. |
| A systematic approach to lead change. | The approach by the author John P. Kotter: Helicopter view. Establishing a sense or urgency. Creating the guiding coalition. Developing a vision and strategy. Communicating the change vision. Empowering broad-based action. Generating short-term wins. Consolidating gains and producing more change. Anchoring new approaches in the culture. |
| Human and social factors. | Reactions to change. Strategies to help reduce stress and anxiety. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
19 | 23 | 42 | ||||||
| Presentations / expositions |
|
8 | 17 | 25 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Objective multiple-choice 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. |
| Presentations / expositions | Development of a topic related to the subject and preparation and delivery of an oral presentation. |
| 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 | ||||
| Presentations / expositions |
|
Documentation Oral presentation |
25% 25% |
||||
| Objective multiple-choice tests |
|
This exam consists exclusively of multiple-choice questions | 50% | ||||
| Others |
| Other comments and second exam session | |||
|
Per poder calcular la mitja, cal treure un mínim de 4,0 (sobre 10) en cada prova. Durant les proves avaluatives, els telèfons mòbils, tablets i d'altres aparells alectrònics que no estiguin expressament autoritzats per la prova, han d'estar apagats i fora de la vista. |
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| Sources of information |
| Basic |
John P. Kotter, Leading Change, 2012, Harvard Business School Press |
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| 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 |
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| Recommendations |
| Subjects that it is recommended to have taken before | ||
|
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(*)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.