Guía docente de Liderazgo e Inteligencia Emocional (M56/56/1/45)

Curso 2022/2023
Fecha de aprobación por la Comisión Académica 15/07/2022

Máster

Máster Universitario en Economía / Economics

Módulo

Módulo III: Tercer Trimestre

Rama

Ciencias Sociales y Jurídicas

Centro Responsable del título

International School for Postgraduate Studies

Semestre

Segundo

Créditos

4

Tipo

Optativa

Tipo de enseñanza

Presencial

Profesorado

  • Daniel Arias Aranda
  • Jesica Braojos Gómez
  • Francesco Sandulli

Tutorías

Daniel Arias Aranda

Email
  • Tutorías 1º semestre
    • Martes 16:30 a 18:30 (Ets Caminos Desp. 56)
    • Martes 15:30 a 18:30 (Ets Caminos Desp. 56)
    • Martes 9:30 a 11:30 (Ets Caminos Desp. 56)
    • Martes 13:30 a 14:30 (Ets Caminos Desp. 56)
    • Jueves 11:30 a 13:30 (Ets Caminos Desp. 56)
  • Tutorías 2º semestre
    • Lunes 9:30 a 10:30 (Ets Caminos Desp. 56)
    • Lunes 12:30 a 14:30 (Ets Caminos Desp. 56)
    • Martes 13:30 a 14:30 (Ets Caminos Desp. 56)
    • Martes 9:30 a 13:30 (Ets Caminos Desp. 56)
    • Martes 9:30 a 11:30 (Ets Caminos Desp. 56)
    • Martes 16:30 a 18:30 (Ets Caminos Desp. 56)

Jesica Braojos Gómez

Email
  • Tutorías 1º semestre
    • Martes 11:30 a 13:00 (Rel. Laborales Desp 8)
    • Martes 8:00 a 9:30 (Empresariales Desp A-202)
    • Martes 10:30 a 13:30 (Empresariales Desp A-202)
    • Miércoles 10:30 a 13:30 (Empresariales Desp A-202)
    • Jueves 8:00 a 11:00 (Ets Caminos Desp. 17)
  • Tutorías 2º semestre
    • Lunes 15:00 a 16:30 (Ets Caminos Desp. 17)
    • Lunes 12:30 a 14:30 (Ets Caminos Desp. 17)
    • Lunes 8:00 a 10:30 (Ets Caminos Desp. 17)

Francesco Sandulli

Email

Breve descripción de contenidos (Según memoria de verificación del Máster)

- Analysis of human behaviour in organizations.

- Theories and models

- Hypotheses and testing.

- Advance in scientific knowledge

Prerrequisitos y/o Recomendaciones

No prerrequisites

Competencias

Competencias Básicas

  • CB6. Poseer y comprender conocimientos que aporten una base u oportunidad de ser originales en desarrollo y/o aplicación de ideas, a menudo en un contexto de investigación.
  • CB7. Que los estudiantes sepan aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos nuevos o poco conocidos dentro de contextos más amplios (o multidisciplinares) relacionados con su área de estudio.
  • CB8. Que los estudiantes sean capaces de integrar conocimientos y enfrentarse a la complejidad de formular juicios a partir de una información que, siendo incompleta o limitada, incluya reflexiones sobre las responsabilidades sociales y éticas vinculadas a la aplicación de sus conocimientos y juicios.
  • CB9. Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos especializados y no especializados de un modo claro y sin ambigüedades.
  • CB10. Que los estudiantes posean las habilidades de aprendizaje que les permitan continuar estudiando de un modo que habrá de ser en gran medida autodirigido o autónomo.

Resultados de aprendizaje (Objetivos)

  • To provide the student with a contemporary vision of advances in the study and investigation of human behavior.
  • To promote in the student new competences and skills necessary for his later development in the research area.
  • To encourage the student to use collaborative and group work.
  • To develop new perspectives of creative thinking and reasoning.
  • To develop new skills in the use of new information technologies.

Programa de contenidos Teóricos y Prácticos

Teórico

THEORY SYLLABUS:

 

1.- Emotional Intelligence: An overview

  • Introduction to Emotional Intelligence
  • Measurement and Assessment of Emotional Intelligence Theoretical models of Emotional Intelligence

2.- Emotional Intelligence at the workplace

  • Positive attitudes at work
  • The relationship between Emotional Intelligence and psychosocial factors Emotional Intelligence and Performance

3.- A scientific approach to the study of Leadership and Management.

  • Leadership in formal and informal groups
  • Traits of Leadership
  • Behavioural Approach to Leadership

4.- Current theories and research on leadership

  • Situational Leadership Theory
  • Transactional and Transformational Leadership
  • Authentic Leadership

5.- Organizational Conflict Management and Leadership Organizational Conflict

  • Approaches to the study of organizational conflict
  • The leader's role in conflict management

6.- Emotional Intelligence and People Management

  • Empowerment and organizational commitment
  • Stress and burnout
  • Values and culture

Práctico

  • Oral presentation
  • Development of assignments and individual reports
  • Laboratory Sessions
  • Fieldwork

Bibliografía

Bibliografía fundamental

  • Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
  • Goleman, D. (2011). Leadership: The Power of Emotional Intelligence. Northampton: More than Sound Publishers.
  • Hughes, M., Patterson, L.B., Terrel, J.B. (2005). Emotional Intelligence In Action: Training and Coaching Activities for Leaders and Managers. San Francisco, CA: Pfeiffer.
  • Hughes, M., Thompson, H.L., Terrel, J.B. (2009). Handbook for Developing Emotional and Social Intelligence: Best Practices, Case Studies, and Strategies. San Francisco, CA: Pfeiffer.

Bibliografía complementaria

 

  • Abraham, R. (2000). The role of job control as a moderator of emotional dissonance and emotional intelligence outcome relationships. Journal of Psychology, 134, 169-184.
  • Arthur, C. A. & Hardy, L. (2014). Transformational leadership: A quasi-experimental study. Leadership & Organization Development Journal, 35(1), 38-53.
  • Bakker, A. B., Schaufeli, W. B., Leiter, M. P. & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22, 187-200.
  • Blake, R.R., Mouton, J. S. & Bidwell, A.C. (1962), Managerial grid. Advanced Management - Office Executive, 1(9), 12-15.
  • Boyatzis, R.E., Goleman, D., Rhee, K.S. (2000). Clustering competence in emotional intelligence. In Bar-On, R. and Parker, J.D.A. (Eds). The Handbook of Emotional Intelligence. San Francisco, CA: Jossey-Bass, pp. 343-62.
  • Chan, K.Y. & Drasgow, F. (2001). Toward a theory of individual differences and leadership: Understanding the motivation to lead. Journal of Applied Psychology, 83 (3), 481-498.
  • Cho, J. & Dansereau F. (2010). Are transformational leaders fair? A multi-level study of transformational leadership, justice perceptions, and Organizational Citizenship Behaviors. The Leadership Quarterly, 21(3), 409-421.
  • Carmeli, A. (2003). The relationship between emotional intelligence and work, attitudes, behavior and outcomes. Journal of Managerial Psychology, 18, 788-813.
  • Caruso, D.R., Salovey, P. (2004). The Emotionally Intelligent Manager: How to Develop and Use the Four Key Emotional Skills of Leadership. San Francisco, CA: Jossey-Bass.
  • Ergeneli, A., Ari, G. S. & Metin, S. (2007). Psychological empowerment and its relationship to trust in immediate managers. Journal of Business Research, 60, 41-49.
  • Evans, M.G. (1970). The effects of supervisory behavior on the Path-Goal relationship. Organizational Behavior and Human Performance, 5, 277-298.
  • Fiedler, F.E. (1967). A theory of leadership effectiveness. New York: McGraw-Hill.
  • Gardner, W. L., Cogliser, C. C., Davis, K. M. & Dickens, M. P. (2011). Authentic leadership: A review of the literature and research agenda. Leadership Quarterly, 22, 1120-1145.
  • Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books.
  • Hersey, P. & Blanchard, K.H. (1982). Management of organizational behavior. Englewood Cliffs, New Jersey: Prentice Hall.
  • Higgs, M., Aitken, P. (2003). An exploration of the relationship between emotional intelligence and leadership potential. Journal of Managerial Psychology, 18, 814-823.
  • House, R.J. & Mitchell, T.R. (1974). Path-goal theory of leadership. Journal of Contemporary Business, 3, 81-97.
  • Jung, D. I. & Sosik, J. J. (2002). Transformational leadership in work groups: The role of empowerment, cohesiveness, and collective-efficacy on perceived group performance. Small Group Research, 33(3), 313-336.
  • Laschinger H., Finegan J. E., Shamian J. & Wilk P. (2004) longitudinal analysis of the impact of workplace empowerment on work satisfaction. Journal of Organizational Behavior, 25, 527–544.
  • Lowe, K.B., Kroeck, K.G. & Sivasubramaniam, N. (1996). Effectiveness correlates of transformational and transactional leadership: A meta analytic review of the MLQ literature. Leadership Quarterly, 7(3), 385-425.
  • Schriesheim, C.A., Castro, S.L. & Cogliser, C.C. (1999). Leader – member exchange (LMX) research: A comprehensive review of theory, measurement, and data - analytic practices. Leadership Quarterly, 10, 63-113.
  • Yukl, G. (2002). Leadership in organizations. Englewood Cliffs, NJ: Prentice Hall.

Enlaces recomendados

Metodología docente

Evaluación (instrumentos de evaluación, criterios de evaluación y porcentaje sobre la calificación final.)

Evaluación Ordinaria

ORDINARY ASSESSMENT SESSION

 

Article 17 of the UGR Assessment Policy and Regulations establishes that the ordinary assessment session (convocatoria ordinaria) will preferably be based on the continuous assessment of students, except for those who have been granted the right to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

With the purpose of assessing the acquisition of the contents and competencies to develop in the subject, the following assessment procedure will be used, continuous assessment being optional:

  • Project presentation (20%)
  • Written exam (20%)
  • Tests, exercises and problems, solved in class (30%)
  • Attendance, attitude and contributions of the student in class discussion sessions (30%) (the grade is equal to% of sessions attended).
  • In any case, and when the professors of the course consider according to special circumstances, modifications may be carried out in the teaching guide in order to adapt the subject to specific situations.

     

    The modifications are the following:

     

  • Classes will continue to be taught on the days and hours of official calendar through online platforms like Google
  • Meet and PRADO etc. Therefore, the students of the course should consult PRADO notifications frequently.

     

  • In each subject, different teaching materials may be uploaded. These materials will not necessarily substitute class attendance.
  • The theoretical part will be managed through one or more exams through online platforms. The non-appearance of the student without cause justified will be understood as "Not presented".

    The practical part that will be managed through PRADO or other online media. All work or exercises of the practical part must be original. The works and exercises will be delivered to teachers through the platforms.

    These exceptional measures may vary depending on regulations of the University of Granada in this regard, for which the students will need to stay tuned to the Prado page where they will be conveniently informed.

Evaluación Extraordinaria

Article 19 of the UGR Assessment Policy and Regulations establishes that students who have not passed a course in the ordinary assessment session (convocatoria ordinaria) will have access to an extraordinary assessment session (convocatoria extraordinaria). All students may take part in this extraordinary assessment session, regardless of whether or not they have followed continuous assessment activities. In this way, students who have not carried out continuous assessment activities will have the opportunity to obtain 100% of their mark by means of an exam and/or assignment.

 

Special exam sessions will take place in September. Date of the special exam will be fixed at least 15 days before the exam.

The grade will correspond to that obtained in a final assessment of the following type:

  • Presentation of assignments

Assessment criteria: originality, quality of the presentation, good knowledge of the topic, adaptation of the presentation to the assignment requirements

Percentage of overall mark: 20%

  • Documentary search and reports

Assessment criteria: originality of the documentary source, reasoning, quality of the written work

Percentage of overall mark: 30%

  • Questioning

Students should prepare questions about the content of the course, as well as some other complementary documents used during the course

Assessment criteria: Quality of those questions

Percentage of overall mark: 50%

Evaluación única final

Article 8 of the UGR Assessment Policy and Regulations establishes that students who are unable to follow continuous assessment methods due to justifiable reasons shall have recourse to a single final assessment (evaluación única final), which is an assessment method that only takes a final exam into account.

In order to opt for a single final assessment (evaluación única final), students must send a request, using the corresponding online procedure, to the coordinator of the master’s programme, in the first two weeks of the course or in the two weeks following their enrolment (if the enrolment has taken place after the classes have already begun). The coordinator will communicate this information to the relevant teaching staff members, citing and verifying the reasons why the student is unable to follow the continuous assessment system.

In this case, the assessment will comprise:

  • Presentation of assignments

Assessment criteria: originality, quality of the presentation, good knowledge of the topic, adaptation of the presentation to the assignment requirements

Percentage of overall mark: 20%

  • Documentary search and reports

Assessment criteria: originality of the documentary source, reasoning, quality of the written work

Percentage of overall mark: 30%

  • Questioning

Students should prepare questions about the content of the course, as well as some other complementary documents used during the course

Assessment criteria: Quality of those questions

Percentage of overall mark: 50%

Información adicional