Course 2025-2026 a.y.

20941 - BEHAVIOURAL SKILLS SEMINARS

Department of Management and Technology

Course taught in English

Student consultation hours
1 - 2 - 3 - 4 - 5 - 8 - 9 - 10 - 19 - 20 - 21 - 23 - 24 - 25 - 27 - 28 - 40 - 41 - 42 - 43 - 44 - 45 - 46
ACME (2 credits - I/II sem. - OB  |  SECS-P/10) - AFM (2 credits - I/II sem. - OB  |  SECS-P/10) - CYBER (2 credits - I/II sem. - OB  |  SECS-P/10) - DSBA (2 credits - I/II sem. - OB  |  SECS-P/10) - EMIT (2 credits - I/II sem. - OB  |  SECS-P/10) - ESS (2 credits - I/II sem. - OB  |  SECS-P/10) - FIN (2 credits - I/II sem. - OB  |  SECS-P/10) - IM (2 credits - I/II sem. - OB  |  SECS-P/10) - MM (2 credits - I/II sem. - OB  |  SECS-P/10) - PPA (2 credits - I/II sem. - OB  |  SECS-P/10)
Course Director:
SILVIA BAGDADLI

Classes: 1 (I sem.) - 2 (I sem.) - 3 (I sem.) - 4 (I sem.) - 5 (I sem.) - 8 (I sem.) - 9 (I sem.) - 10 (I sem.) - 19 (I sem.) - 20 (I sem.) - 21 (I sem.) - 23 (II sem.) - 24 (II sem.) - 25 (II sem.) - 27 (I sem.) - 28 (I sem.) - 40 (I sem.) - 41 (I sem.) - 42 (I sem.) - 43 (I sem.) - 44 (I sem.) - 45 (I sem.) - 46 (I sem.)
Instructors:
Class 1: DIEGO JANNACE, Class 2: MARCO SAMPIETRO, Class 3: SILVIA BAGDADLI, Class 4: BEATRICE MANZONI, Class 5: FRANCESCA PRANDSTRALLER, Class 8: PAOLA CAIOZZO, Class 9: MARIA GABRIELLA BAGNATO, Class 10: TATIANA BALUSHKINA, Class 19: BEATRICE MANZONI, Class 20: DIEGO JANNACE, Class 21: PAOLA CAIOZZO, Class 23: BEATRICE MANZONI, Class 24: BEATRICE MANZONI, Class 25: ALBERTO MONTI, Class 27: GARRETT LEVY BRADY, Class 28: YIFAN TIAN, Class 40: SILVIA BAGDADLI, Class 41: TATIANA BALUSHKINA, Class 42: ALBERTO MONTI, Class 43: YIFAN TIAN, Class 44: MARCO SAMPIETRO, Class 45: TATIANA BALUSHKINA, Class 46: YIFAN TIAN


Mission & Content Summary

MISSION

The evolution of the global context requires the development of managerial skills that are aimed at integrating knowledge between team members and organizational actors in order to develop innovative solutions. The ability to read the context and to integrate different sources of information represent pivotal elements to achieve and present innovative solutions.

CONTENT SUMMARY

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”

Intended Learning Outcomes (ILO)

KNOWLEDGE AND UNDERSTANDING

At the end of the course student will be able to...
  • Understand individual differences in team-based activities.
  • Identify the distinctive elements of an effective communication.
  • Differentiate an effective communication from a non effective one.

APPLYING KNOWLEDGE AND UNDERSTANDING

At the end of the course student will be able to...
  • Appreciate individual differences in team-based activities.
  • Experiment with the distinctive elements of an effective communication.
  • Develop an effective communication.

Teaching methods

  • Lectures
  • Collaborative Works / Assignments

DETAILS

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 100% of the sessions (8 out of 8 sessions).


Assessment methods

  Continuous assessment Partial exams General exam
  • Active class participation (virtual, attendance)
 x    

ATTENDING STUDENTS

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 seminar (es. preparation of the presentation message, presentation design, peer feedback with other students,...).

 

In order to be considered 'attending', the student should attend 100% of the sessions (8 out of 8 sessions).

 

  • Final evaluation: pass/fail.

NOT ATTENDING STUDENTS

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.

 

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.


Teaching materials


ATTENDING STUDENTS

  • Materials distributed in class and or in the BB and instructor’s slides.

NOT ATTENDING STUDENTS

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.
Last change 29/05/2025 10:12