Soft-skills менеджера проекта в международной среде
- Define main concepts pertinent to leadership theory
- Distinguish between different leadership styles
- Analyze management decisions within psychological framework
- Define main concepts pertinent to biases in judgment and decision-making
- Evaluate information from international journals for academic activities
- Analyze theories pertinent to the scope of the discipline
- Define main concepts pertinent to dispositional theory
- Define main concepts pertinent to communication skills
- Demonstrate communication skills
- Leadership theoryLeadership. Transactional, Transformational and Laisses-faire leadership. How follower cultural values inﬂuence the effects of leadership. Leadership emergence and leadership effectiveness. Readiness for Change: Content, Context, Process, Individual Attributes. Collective Mindfulness. Toxic triangle. Tyrannical Leadership. Supportive-Disloyal Leadership. Derailed Leadership. Constructive Leadership. Ethical Leadership.
- Communication skills"Weapons of Influence". Resistance to Change. Overcoming resistance to change. Consequence-based Arguments. Consequence Desirability and Likelihood. Changing Descriptive and Injunctive Norms. Removing Obstacles. Emotional Intelligence.
- Dispositional theoryDispositional theory. Core-self evaluations: self-esteem, locus of control, self-efﬁcacy and emotional stability. Openness to experience, Conscientiousness, Extraversion, Agreeableness, Neuroticism. Honesty-Humility. "Bad Apples". Psychopathy, Narcissism, Machiavellianism. Hubris. How follower traits inﬂuence the effects of leadership.
- Biases in judgement and decision-makingSystem 1 and System 2. Cognitive Ease. Primacy Effect. Recency effect. Endowment Effect. Halo effect. Priming Bias. Hindsight Bias. In-group–out-group Bias. Confirmation Bias. Availability Bias. Loss Aversion Bias. Framing Bias. Sunk Cost Fallacy. Anchoring.
- ExamThis is the only blocking form of testing within the course. The course does not provide for examination exemption for students Examination format: The exam is taken written. Please be careful and follow the instructions clearly! The platform: The exam is conducted on the StartExam platform. StartExam is an online platform for conducting test tasks of various levels of complexity. The link to pass the exam task will be available to the student in the RUZ. Students are required to join a session 15 minutes before the beginning. The computers must meet the following technical requirements: https://eduhseru-my.sharepoint.com/:b:/g/personal/vsukhomlinov_hse_ru/EUhZkYaRxQRLh9bSkXKptkUBjy7gGBj39W_pwqgqqNo_aA?e=fn0t9N A student is supposed to follow the requirements below: Check your Internet connection (we recommend connecting your computer to the network with a cable, if possible); Disable applications on the computer's task other than the browser that will be used to log in to the StartExam program. If one of the necessary requirements for participation in the exam cannot be met, a student is obliged to inform a professor and a manager of a program 2 weeks before the exam date to decide on the student's participation in the exams. Connection failures: A short-term communication failure during the exam is considered to be the loss of a student's network connection with the StartExam platform for no longer than 1 minute. A long-term communication failure during the exam is considered to be the loss of a student's network connection with the StartExam platform for longer than 1 minute. A long-term communication failure during the exam is the basis for the decision to terminate the exam and the rating “unsatisfactory” (0 on a ten-point scale). In case of long-term communication failure in the StartExam platform during the examination task, the student must notify the teacher, record the fact of loss of connection with the platform (screenshot, a response from the Internet provider). Then contact the manager of a program with an explanatory note about the incident to decide on retaking the exam.
- CasesA student needs to tick out all the correct answers. e.g.: there are 3 questions. For each question there are 30 possible answers. The grade for each question equals: (amount of the correct answers provided by the student \ (actual amount of correct answers provided for in the case + the amount of incorrect answers provided by the student))*10 The final grade for the Case equals Grade for the 1st question * W1 + Grade for the 2nd question * W2 + Grade for the 3rd question *W3 The limit of the possible answers a student can tick out within each task is specified individually in each Case The minimum threshold for obtaining “4” or higher (a satisfactory grade) is 40%, “6” or higher - 60%, “8” or higher grade - 80% etc. Grades are normalized in accordance with the following scale: 10 - 11%, 9 - 11%, 8 - 11%, 7 - 22.5%, 6 - 22.5%, 5 - 11%, 4 - 11%. When solving cases, students can use teaching materials The deadline for sending the solved case to the tutor is indicated at the beginning of the lecture or seminar at which the case was provided. After voicing the correct answers to the case, cases that have not been sent earlier are no longer accepted for consideration
- PresentationThe topic of Presentation should be approved by the lecturer. In assessing students’ Presentations the tutor is guided by the following criteria: Criteria # High quality of the presentation: slides (at least 10 per student) should be meaningful - there should be a sufficient amount of text on each slide (about 55-75 words per slide, excluding references) on the subject of the slide; there should be reference at the bottom of the slides (APA style, at least 3 sources) 1 The material presented for evaluation is presented in a logical and scientific style. A table briefly characterizing the conclusions and methods by which they were obtained for each source of theoretical analysis (clarity and consistency). 2 Citing is justified (no “blind” references). 3 A student is well versed in the material: able to answer relevant questions. Student cites at least one meta-analysis or systematic review. 4 The story is relevant to the research part. Story part is comprised of not less than 300 words. the stories contain references to the main postulates of theoretical analysis. The story should be original (not on the basis of YouTube or other sources). At least 1 Story per student. 5 High quality of the material. There are no typos, syntax and spelling errors, negligence in design, etc., as well as missing figures, graphics, diagrams, words. Sound (tangible) conclusions part is comprised of not less than 200 words 6 meeting the deadline (not later than the last minute of the prepenultimate seminar (one seminar = 2 academic hours), otherwise the grade will be lowered). 7 The Scale for the Presentation Individually or in Groups (up to 3 students; at least 10 slides per student). Criteria Grade 7 + Not less than 10 sources indexed in Scopus / Web of Science per student 10 7 + Not less than 7 sources indexed in Scopus / Web of Science per student 9 7+ Not less than 5 sources indexed in Scopus / Web of Science per student 8 All criteria are met 7 6/7 criteria are met 6 5/7 criteria are met 5 4/7 criteria are met 4 3/7 criteria are met 3 2/7 criteria are met 2 1/7 criteria are met 1 Student's contribution to the story is less than 80% / the material is not provided / 0/7 criteria are met 0 If a report is presented during the seminar team (student) receive (s) +1 to the grade for Presentation. After the first minute of the last seminar Presentations are no longer accepted for consideration.
- Cialdini, R. B. (2009). Influence : The Psychology of Persuasion. New York: HarperCollins. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=279852
- Connie J G Gersick. (1988). Time and transition in work teams: Toward a new model of group development. Http://Web.Mit.Edu/Curhan/Www/Docs/Articles/15341_Readings/Group_Dynamics/Gersick_1988_Time_and_transition.Pdf.
- Martin Fishbein, & Icek Ajzen. (2010). Predicting and Changing Behavior : The Reasoned Action Approach. Psychology Press.
- Stephen J. Zaccaro. (2007). Trait-based perspectives of leadership. Http://Www.Mydarknight.Com/Wp-Content/Uploads/2013/04/Traits-Based-Approach-Zaccaro-Article.Pdf.
- University of Florida, U. S. ( host institution ), Judge, T. A. ( author ), Piccolo, R. F. ( author ), & Kosalka, T. ( author ). (2009). The bright and dark sides of leader traits: A review and theoretical extension of the leader trait paradigm. https://doi.org/10.1016/j.leaqua.2009.09.004
- Worth Books. (2017). Summary and Analysis of Thinking, Fast and Slow : Based on the Book by Daniel Kahneman. Worth Books.
- Daniel Kahneman, Jack L. Knetsch, & Richard H. Thaler. (1991). Anomalies: The endowment effect, loss aversion, and status quo bias. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.D8BC9D81
- Hogan, R., & Hogan, J. (2001). Assessing Leadership: A View from the Dark Side. International Journal of Selection & Assessment, 9(1/2), 40. https://doi.org/10.1111/1468-2389.00162
- Kahneman, D., Griffin, D. W., & Gilovich, T. (2002). Heuristics and Biases : The Psychology of Intuitive Judgement. Cambridge, U.K.: Cambridge eText. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=510941