No specific prior knowledge is necessary
- To learn to use one's own personal resources to orient oneself to change and personal improvement, and thus generate one's own Personal Development Plan (PDP).
- To become aware of the possibilities of change and personal evolution, taking responsibility for one's own learning and growth.
- To internalize the keys to establish effective communication with others, both in interpersonal interaction and in public presentations.
- To learn the basic concepts and techniques for conducting fair negotiations and resolving conflicts of interest.
- To understand how the leader's behavior can be task-oriented or people-oriented, depending on the level of preparation of the collaborator.
- To expand the leader's repertoire of leadership styles, understanding them as a "toolbox" to be used according to the situation and the type of employee.
- Differentiate between the concepts of group and team, and identify the phases of evolution of a team as well as the roles within it.
- Learn to offer effective feedback, with emphasis on development and growth.
- Personal Leadership
- Interpersonal Communication
- Teamwork
- Personal Effectiveness. Productivity and time planning
- Leadership and management styles
- People Development
- Teamwork
- Creativity applied to decision making and problem solving.
On-site modality:
Prior to the beginning of each class, the student must read/view/listen to/perform the homework and pre-session assignments. The resources and references will be available in the e-Study in the section corresponding to each of the sessions.
The classes will be distributed as follows:
- During the beginning of the class, doubts derived from the work previously done by the student will be solved.
- During the remaining time, the teacher will conduct the session of analysis, debate and resolution of the practical case/exercises based on theoretical concepts that the students will have previously prepared.
Online modality:
The teaching methodology used in the online modality is based on a proprietary methodology developed by La Salle URL called SDBL (Self Directed Based Learning). SDBL is an active methodology based on situational learning and self-directed learning. With situational learning, the student is taught, through challenges, to address real problems and situations of the company with which he/she can consolidate the new knowledge acquired. With self-directed learning, the student decides how to advance in their training based on their previous experience.
On a weekly basis, the LMS (Learning Management System) platform releases the content of a new topic. The way the week works is as follows:
Synchronous kick-off session:
- The teacher gives an overview of the contents and tasks that the student will encounter during the week. The objective of this meeting is to try to discover and reveal on a personal level which aspects of the week's topics may be more difficult for the individual student.
- The teacher resolves possible doubts of the students about the previous week's topic.
Between synchronous connections:
- The student visualizes the content of the sessions and develops the tasks given to him/her about the topic of the week to consolidate knowledge and identify doubts.
Synchronous check point session:
- The teacher solves any doubts the students may have about the contents of the current week.
- The teacher presents additional content or case studies, which are of interest to the students.
- The teacher generates debate and discussion among the students about the contents of the week in course with the objective of helping the students in their assimilation, therefore, improving their learning.
- The teacher provides oral feedback on the deliverables recorded by the students in the previous week's feedback well, emphasizing the difficulties and errors encountered. This instance is for feedback only and not for grading. The feedback wells are an instrument for the students to validate with the mentor, in general terms, the resolution of the tasks set. In this way, the feedback wells are created to give the mentee an opportunity to test the answers with the mentor. Based on the feedback provided by the mentor, the student will be able to finish developing the task and present it as a final deliverable, with the advantage of having had previous advice from the teacher.
Rest of the week. The objective is to finish the development of the tasks of the current week based on the clarifications received in the synchronous control session to overcome the exercises, tasks and/or deliverables of the subject. It is worth mentioning that most of the time dedicated during this last part of the week should be spent on the resolution of the tasks and deliverables, rather than on the assimilation of contents (an aspect that should have been resolved between the start and check point sessions).
The LMS platform performs the gradual opening of contents (week by week) so that the whole group follows the same academic itinerary. In other words, the sequential opening of topics is done so that all students in the program work simultaneously on the same topics.
On-site modality:
The subject Management Skills does not intend the assumption of specific knowledge by the student, but to make him/her participate in a process of learning, change and development, both professional and personal. However, in order to adequately meet the requirements of the Program, the evaluation of this course will consist of 4 elements.
If a student encounters barriers to meeting these deadlines, he/she is expected to manage expectations in advance with the teacher by putting into practice the skills learned in the course. Including, but not limited to: Assertive Communication, Conflict Management, etc.
1) Online Questionnaire-Exam. The questionnaire-exam (type-test) is intended to evaluate the understanding of the main concepts, models and tools worked on in the sessions.
Weighting: 20% of the total grade.
2) Class participation. Class participation responds to the approach that this subject has in that it is the student who, through the contents published in the e-Study, directs his/her learning for the acquisition of the concepts, techniques and models proposed that will be put into practice in each session through debates, exercises, role play, etc. In the participation, the demonstration of active participation during the class, demonstration of application of the knowledge and demonstration of having prepared the class through the concerns or contributions in the class will be valued.
Weighting: 20% of the total grade.
3) Team Diagnostic Report. This deliverable will evaluate the student's ability to identify the strengths of a team, as well as the risks that must be addressed in order for the team to achieve high performance. Weighting: 20% of the total grade.
Weighting: 20% of the total grade.
4) Evaluation and Feedback PDP Interview. At the end of the course on the Personal Development Plan. In this interview we will validate the effectiveness of the Personal Development Plan and provide feedback on the main opportunities for improvement of the student. It is a requirement to submit the PDP on time in order to schedule the interview.
Weighting: 40% of the total grade.Online modality:
The subject Management Skills does not intend the assumption of specific knowledge by the student, but to make him/her participate in a process of learning, change and development, both professional and personal. However, and in order to adequately meet the requirements of the Program, the evaluation of this course will consist of 3 elements.
1) Online Questionnaire-Exam. The questionnaire-exam (type-test) is intended to evaluate the understanding of the main concepts, models and tools worked on in the sessions.
Weighting: 30% of the total grade.
2) Participation. Class participation responds to the approach that this subject has in that it is the student who, through the contents published on the portal, directs his/her learning for the acquisition of the concepts, techniques and models proposed that will be put into practice in each session through debates in the forums, exercises, etc.
Weighting: 20% of the total grade.
3) Evaluation and Feedback PDP Interview. At the end of the course on the Personal Development Plan. In this interview we will validate the effectiveness of the Personal Development Plan and provide feedback on the main opportunities for improvement of the student. It is a requirement to submit the PDP on time in order to schedule the interview.
Weighting: 50% of the total grade.
In both cases:
Demonstrate academic integrity in the totality of their work.
If a student is caught cheating in any way on an exam, plagiarizing or rewriting exercises, activities, assignments, presentations, or submitting team work that he/she has not collaborated on, be prepared to receive a penalty in the final grade for the course.
The student and the group must ensure that the work they submit is their own. The student is responsible for citing all sources relied upon in their submissions, using quotation marks when language is taken directly from other sources.
Use of Artificial Intelligence tools
Artificial intelligence (AI) can help in the learning process, but its use must be acknowledged. If you have used any AI tools, include a paragraph at the end of any assignment that uses AI explaining what you used the AI for and what prompts you used to obtain the results. Failure to do so will be considered as an action that tends to falsify or defraud the academic evaluation systems and, therefore, the copying policy of La Salle Campus Barcelona - Copying Policy | La Salle | Campus Barcelona (salleurl.edu) will be applied.
In those subjects or teaching activities in which the academic guide indicates the prohibition of using AI tools, the use of these tools by students will be considered fraud and will entail the application of the copy regulations of La Salle Campus Barcelona.
The following list is the evaluation criteria for the subject deliverables:
- PDP is measurable and concrete in terms of timelines.
- PDP is specific in terms of actions
- PDP is both achievable and challenging
- PDP is relevant to the concepts of the subject matter and to the student's professional development
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No additional materials are required