| Competences |
| Type A | Code | Competences Specific |
| A17 | A4.4 Adapt to structural changes in society caused by economic, energy or natural factors so as to be able to solve any resulting problems and to contribute technological solutions with a high commitment to sustainability (P4). | |
| Type B | Code | Competences Transversal |
| B2.1 | B2.1 Lead and define multidisciplinary teams that are able to make technical changes and address management needs in national and international contexts. (G8) | |
| B2.2 | B2.2. Providing guidelines for defining and achieving objectives | |
| B8 | B5.2 Bring together knowledge, make judgements and take decisions on the basis of incomplete or limited knowledge whilst taking into account the social and ethical responsibilities of professional practice. (G7) | |
| 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 |
| A17 |
Explica la importància cabdal de la competència 'Resposta al Canvi' en els temps actuals tant per als individus com per a les organitzacions. Comprèn els fenòmens interns i externs que impulsen el canvi en les organitzacions. Aplica una metodologia fonamentada de gestió del canvi. Aconsegueix el compromís amb el canvi de tots els grups d'interès rellevants i implicar-los en la definició i planificació del canvi. Facilita el desenvolupament dels plans de canvi. Gestiona la implantació i els riscos del conjunt de programes de canvi. Gestiona la comunicació amb els grups d'interès en relació amb el canvi. Identifica i explica els comportaments que demostren les persones altament resilients. Identifica i explica les etapes de les resistències positiva i negativa als canvis. Avalua la capacitat de resposta i el grau de confort amb el canvi de les persones a càrrec. Facilita la transició de les persones a càrrec. Dissenya un balanç de conseqüències que fomenti l'adopció dels nous comportaments i l'abandonament de què són inefectius. Crea plans de desenvolupament personal efectius. | |
| Type B | Code | Learning outcomes |
| B2.1 |
Valora i jerarquitza les necessitats i recursos en un context real d'intervenció, prioritzant les necessitats que han de ser objecte del projecte. Concreta els objectius a llarg termini en objectius operatius. Proposa al grup metes ambicioses i clarament definides. Desenvolupa estratègies per involucrar a l'equip en la consecució dels objectius. Col · labora activament en la planificació del treball en equip, en la distribució dels rols dels membres i en la seva orientació a un rendiment elevat. Fomenta que todos los miembros se comprometan con la gestión y funcionamiento del equipo. | |
| B2.2 |
Com a líder d'un equip, és capaç de descriure les tasques i la seqüència temporal de les mateixes suficients perquè l'equip les desenvolupi de forma eficaç. | |
| B8 |
Identifica les idees innovadores, les relaciona amb les necessitats de la societat, i determina la seva viabilitat. | |
| 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 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 |
|
12 | 12 | 24 | ||||||
| Practicums/Case studies |
|
13 | 22 | 35 | ||||||
| Personal tuition |
|
1 | 0 | 1 | ||||||
| Mixed tests |
|
2 | 0 | 2 | ||||||
| Oral tests |
|
2 | 10 | 12 | ||||||
| (*) 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. |
| Practicums/Case studies | Resolution of case studies in the classroom. |
| 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 | |||||
| Mixed tests |
|
This exam consists of multiple-choice and short-answer questions, and the resolution of case studies. | 50 | |||||
| Oral tests |
|
Prepare, design and deliver an oral presentation based on a concept, a real case, etc. that bears a relationship with the purpose of the subject. | 30 | |||||
| Others | Attendance to and participation in class. |
20 |
| 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 |
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.