Course 2023-2024 a.y.

I seminari si focalizzano sui seguenti argomenti:

• Le competenze del futuro.
• Integrare la conoscenza collaborando.
• Influenza e conflitto

• 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

The seminars focuses on the following topics:

• The skills of the future.
• Integrate knowledge through collaboration.
• Influence and conflict.

• Understand individual differences in team-based settings.
• Understand personal teamwork/leadership style (strengths and weaknesses).
• Effectively share information and deal with different opinions.

• Adapt the personal teamwork/leadership style to different contexts.
• Synthesize and select contents for developing a compelling presentation.
• Communicate effectively on the basis of the audience’s characteristics.

• Face-to-face lectures
• Interactive class activities on campus/online (role playing, business game, simulation, online forum, instant polls)

• Self-assessment: students are involved in self-assessments questionnaires aimed at understanding their teamwork style.
• Simulations: students are involved in team-based activities that require interaction and sharing of different ideas and perspectives.

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 (es. preparation of the presentation message, presentation design, peer feedback with other students,...). To be considered attending, the student has to attend at least 75% of the course.

• Final evaluation: pass/fail.

Non 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.

Materials distributed in class (simulations) and 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.

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.

• Face-to-face lectures
• Interactive class activities on campus/online (role playing, business game, simulation, online forum, instant polls)

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.