Course 2024-2025 a.y.

I seminari si focalizzano sui seguenti argomenti:

• Le competenze del futuro.
• Integrare la conoscenza collaborando.
• Comunicazione efficace.

• Comprendere le differenze individuali nell'approcciare attività team-based.
• Comprendere il proprio stile di lavoro all'interno di un team (punti di forza/debolezza del proprio profilo).
• Identificare gli elementi che contraddistinguono una comunicazione efficace da una non efficace.

• Adattare il proprio stile di lavoro in gruppo al contesto di riferimento.
• Sintetizzare contenuti fondamentali per costruire una presentazione efficace.
• Comunicare in modo efficace in relazione all’audience di riferimento.

• Lavori/Assignment di gruppo

• Self-assessment: gli studenti sono coinvolti nella compilazione di un questionario di self-assessment volto a comprendere il proprio stile di conduzione e di lavoro in gruppo.
• Simulazioni: gli studenti sono coinvolti in attività che prevedono l'interazione e il confronto in piccoli gruppi

Data l'interattività del seminario e i momenti di feedback previsti in itinere, gli studenti frequentanti vengono valutati sulla base dell'attiva partecipazione in aula a tutti i momenti seminariali (es. strutturazione del messaggio, creazione della presentazione, definizione dello speech, peer-feedback tra colleghi, etc.). Lo status di frequentante richiede almeno il 75% delle presenze.

• La valutazione finale prevede un esito "pass or fail".

Gli studenti non frequentanti sono valutati con un esame scritto (multiple choice) che si svolge negli appelli definiti e volto a verificare la comprensione dei principali aspetti che caratterizzano un team performante e una presentazione efficace. L'esame verte sul libro indicato nella sezione "materiali didattici". 

• La valutazione finale prevede un esito "pass or fail".

• Materiali didattici distribuiti in aula (simulazioni e self assessment)
• Slide a cura del docente.

L'esame per NON frequentanti si basa sul seguente libro di testo:

Magni, M., & Pennarola, F. (2015). Responsible Leadership: Creare benessere, sviluppo e performance a lungo termine. EGEA. Capitoli: 4-5-7-8-9-12

This seminar aims at sensitizing students to the topics of effective collaboration and presentation skills. We will use different approaches, ranging from lectures to practical exercises and presentations. The seminar will offer the opportunity to “learn by doing”, testing the actual skills needed to oversee both the achievement of group goals and to effectively present the outcomes. Students will be required to collaborate in preparing a presentation (on a specific topic) and to make a speech in front of the rest of the class. The seminar is held in class and it is structured as follows:     Content   Module 1 – Share and integrate knowledge: the competences of the future  

Module 2 - Public speaking and presentation skills (I): speech design and development  

Module 3 - Public speaking and presentation skills (II) speech development and “in-class contest”

• Understand individual differences in team-based activities.
• Understand the challenges of decision-making within teams
• Understand Team diffedifferencesomposition and their effect on team performance
• Understand the the positive and negative types of team conflict

• Adapt to work with all the different group members.
• Engage in team team-based decision-making activities

• Lectures
• Collaborative Works / Assignments

• Selection:

• Face-to-face lectures
• Interactive class activities on campus
• Attendance is warmly encouraged because the aim is to sensitize students to the topics covered in the classroom through an active-learning approach. If the student is not able to attend all the sessions of the seminar, he/she will have to do the exam as not-attending student.

• In order to be considered 'attending', the student should attend at least 75% of the seminar.

Because of the active interaction and the continuous feedback (from peers and instructors), attending students are evaluated on the basis of their active and continuous contribution throughout the entire duration of the seminars.

• Final evaluation: pass/fail.

In order to be considered 'attending', the student should attend at least 75% of the seminar.

Not-attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the 'teaching material' section'. The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective teamwork and influential presentations.

Final evaluation: pass/fail.

• Teaching materials distributed in class or uploaded in the Bb
• Instructor’s slides

The not-attending exam will be entirely based on the following readings:

• Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
• Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
• Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
• Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
• McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
• Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
• Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.

Final evaluation: pass/fail.

The seminars focus on the following topics: Innovation through knowledge sharing and collaboration. Dealing with conflict: do not avoid it, manage it! Diversity in teams and within organizations. Team leadership and problem solving.

• Understand the main drivers of effective collaboration.
• Understand the sources of conflict and its consequences.
• Understand the value of diversity and its role in innovation processes.

• Deal with different conflicting situations on the basis of the team goal.
• Leverage on diversity as a source of value for the team.
• Organize team activities in order to prevent pitfalls and maximize members contribution.

• Interaction/Gamification

Students will be involved in simulations, exercises and role play in order to live an hands-on experience on the topics of the seminar.

Attending students will obtain their credits through active participation to the seminar activities (there is not a final exam for attending students). The seminar consists of 4 half-day sessions.  In order to have an “attending” status and receive the credits, students have to participate to the activities for 3 out of 4 sections (at least). If students miss more than 1 section, they will not obtain the credits and they will become  “not-attending” students.

• Final evaluation: pass/fail.

Not-attending students are evaluated through a written exam (multiple choice) entirely based on the readings indicated in the "teaching material" section. The exam is aimed at evaluating students’ ability to recognize the main elements that characterize effective collaboration and teamwork. In order to pass the exam, students have to answer correctly to half of the questions (at least). There are no penalties in case of mistake (i.e. the wrong answer counts 0).

•  Final evaluation: pass/fail.

Materials will provided by the instructor

• Gratton, L., & Erickson, T. J. (2007). Eight ways to build collaborative teams. Harvard Business Review, 85(11), 100.
• Hughes, J., & Weiss, J. (2007). Want collaboration? Accept–and actively manage–conflict. Harvard Business Review.
• Ibarra, H., & Hansen, M. T. (2011). Are you a collaborative leader. Harvard Business Review, 89(7/8), 68-74.
• Abele, J. (2011). Bringing minds together. Harvard Business Review, 89(7-8), 86-93.
• McDermott, R., & Archibald, D. (2010). Harnessing your staff’s informal networks. Harvard Business Review, 88(3), 82-89.
• Hansen, M. T. (2009). When internal collaboration is bad for your company. Harvard Business Review, 87(4), 82-88.
• Pisano, G. P., & Verganti, R. (2008). Which kind of collaboration is right for you. Harvard Business Review, 86(12), 78-86.