| Competences |
| Type A | Code | Competences Specific |
| A4.1 | Lead and organize companies and production and service systems by applying knowledge and abilities regarding industial organization, commercial strategy, planning and logistics, mercantile and labour legislation, and financial and costs accounting (P1). | |
| Type B | Code | Competences Transversal |
| B2.1 | Lead and define multidisciplinary teams that are able to make technical changes and address management needs in national and international contexts. (G8) | |
| Type C | Code | Competences Nuclear |
| C2.1 | Be committed to ethics and social responsibility as citizens and professionals |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A4.1 |
Identify and distinguish the functions of leadership and management. Define transformational leadership and compare it with the type of leadership proposed by models of organisational excellence. Remember and explain the main models of behaviour-based transformational leadership. Define the concepts of vision, mission and values. Identify and explain the key behaviours that sustain the competence of ‘integrity’. Determine and describe the elements that constitute an excellent management system. Identify and explain key behaviours for positively influencing external groups of interest. Identify and explain key behaviours for promoting constant improvement and innovative organisation. Identify and explain key behaviours for utilising the maximum potential of the people in an organisation. | |
| Type B | Code | Learning outcomes |
| B2.1 |
Evaluate and situate needs and resources in order of importance in a real context. Prioritize those needs that are the object of the study. Specify the long-term objectives of operations. Present the group with clearly defined and ambitious goals. Develop strategies for involving the team to achieve objectives.Develop strategies for involving the team to achieve objectives. Collaborate actively to plan teamwork, distribute team roles, and guide the team towards a high performance. Ensure that all team members are involved in team management and operation. | |
| Type C | Code | Learning outcomes |
| C2.1 |
Respect fundamental rights and equality between men and women. Be respectful of and promote human rights and the principles of universal accessibility, equal opportunities, non-discrimination and universal accessibility for th ose with special educational needs. Be respectful of the values of a culture of peace and democracy. |
| Contents |
| Topic | Sub-topic |
| Introduction to leadership. | What do leaders do? Differencies between leadership and management. The leaders, are they born or made? The leaders, do they really make a difference? |
| Behavioral-based transformational leadership models. | The behavioral-based transformational leadership models. Connection with the EFQM Excellence Model. The model by the authors Kouzes and Posner. The model by the author Gene Klann. The Emotional Competence Inventory. The Alabart Competency Dictionary. |
| Talent-based leadership. | Talents and strengths. Invest in your talents and those of your team members. Maximize your team. |
| Leadership and integrity. | Definition of integrity. Integrity behaviors. The ABC model. Fear as a brake. The Johari window. |
| Leadership and guiding principles. | Vision, mission and values. |
| The organization's management system. | Organizational structure. Process management system. Continuous improvement. Strategy management system. Quantum improvement. |
| Leadership and influence. | Identification of external stakeholders. Client orientation. Identification of potential partners to establish alliances. Communication with external stakeholders. Corporate Social Responsibility. |
| Leadership and drive for excellence. | Continuous improvement and innovation. |
| Leadership and empowerment. | Results orientation. The concept of empowerment. How to provide recognition. How to provide constructive feedback. How to deal with problematic workers. Conflict management. |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
1 | 0 | 1 | ||||||
| Lecture |
|
12 | 12 | 24 | ||||||
| Case study |
|
14 | 27 | 41 | ||||||
| Assignments |
|
2 | 5 | 7 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Objective multiple-choice tests |
|
1 | 0 | 1 | ||||||
| (*) 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. |
| Case study | Resolution of a case study and subseqüent delivery of an oral presentation based on the conclusions drawn. |
| Assignments | Introspection exercise based on the results of the Clifton strengthsFinder survey and their degree of coherence with the responsibilities of leadership. |
| 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 | ||||
| Case study |
|
Documentation Oral presentation |
20% 20% |
||||
| Assignments |
|
Introspection exercise | 25% | ||||
| Objective multiple-choice tests |
|
35% | |||||
| Others |
| Other comments and second exam session | |||
|
In order to compute the final score for the subjet, the student must get a minimum grade of 4 (out of 10) in each of the elements of the assessment method. 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. |
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| Sources of information |
| Basic |
James M. Kouzes, Barry Z. Posner, The Leadership Challenge, 3rd edition, Jossey-Bass |
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| 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 |
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| Recommendations |
(*)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.