Global Team Leadership (HTLI2012)

Global Team Leadership (HTLI2012-3006), 29.08.2022 – 21.12.2022,
5 cr (HBI22VSESS, ...) — Face-to-face + -
Language of instruction

English

Timing

29.08.2022 - 21.12.2022

Lecturer(s)

Pia Viklund

Planned learning activities, teaching methods and guidance

The course has five themes, and they are studied using methods of flipped learning, problem based learning (PBL) and learning by doing. Students are learning team work and these five themes in practice in so called Jamk Star Ltd virtual company environment. Students built teams, in which many of the themes will be considered and practiced.

Each theme contains these steps which support the learning process:
1. Introductory lecture related to each theme
2. Theme-specific study material
3. Individual assignments
4. Theme discussions and presentations in teams

Learning materials and recommended literature

Buchanan, D.A. & Huczynski, A. (2019). Organizational behaviour. Harlow, England: Pearson. Chapter 4 (Culture), Chapters 10-13 (Groups and teams in the organization).
Cappelli, P., & Tavis, A. (2018). HR goes agile. Harvard Business Review, 96(2), 46-52.
Chamorro-Premuzic T, Bersin J. (2019). Four Ways to Create a Learning Culture on Your Team. Harvard Business Review Special Issue Winter, 72–74.
Delizonna, L. (2017). High-performing teams need psychological safety. Here’s how to create It. Harvard Business Review Digital Articles August, 2-5.
Edmondson, A., Bohmer, R. & Pisano, G. (2019) Speeding Up Team Learning. Harvard Business Review Special Issue November, 46-53.
Garvin D. A., Edmondson A. C. & Gino F. (2019). Is Yours a Learning Organization? Harvard Business Review November, 86-93.
Goleman, D. (1998). What Makes a Leader? Harvard Business Review, 76, 92-105.
Groysberg, B., Lee, J., Price, J., & Cheng, J. (2018). The leader’s guide to corporate culture. Harvard Business Review, 96(1), 44-52.
McCord, P. (2018). How to hire. Harvard Business Review, 96(1), 90-97.
Mullins, L. & Christy, G. (2016). Management & organisational behaviour. Pearson. Eleventh edition. Chapter 8 (Working in groups and teams).
Shook, J. (2010). How to Change a Culture: Lessons From NUMMI. MIT Sloan Management Review, 51(2), 63–68.

Campus

Main Campus

Exam dates and re-exam possibilities

The final assignment is due 30th November, 2022. The retake of the final assignment is possible on 10th December.

Learning assignments and student workload

Lectures 24 hours, Group work 15 hours and independent study 96 hours, total 135 hours.

Enrollment

01.08.2022 - 25.08.2022
Groups
- HBI22VSESS
- HBI22VS
- HBI22VSLV
- HBI20S1
- HBI22VSIGS
- ZJA22SH
- HBI22VKK
- HBI22VSN
Seats

0 - 47

Assessment methods

Open UAS: 3

Exchange and other Study Abroad students: 20 (included in the total capacity)

Degree Programme

Bachelor's Degree Programme in International Business

Mode of delivery

Face-to-face

Unit

School of Business
Global Team Leadership (HTLI2012-3007), 20.02.2023 – 26.05.2023,
5 cr (HBI23VKESS, ...) — Face-to-face + -
Language of instruction

English

Timing

20.02.2023 - 26.05.2023

Lecturer(s)

Pia Viklund

Planned learning activities, teaching methods and guidance

The course has five themes, and they are studied using methods of flipped learning, problem based learning (PBL) and learning by doing. Students are learning team work and these five themes in practice in so called Jamk Star Ltd virtual company environment. Students built teams, in which many of the themes will be considered and practiced.

Each theme contains these steps which support the learning process:
1. Introductory lecture related to each theme
2. Theme-specific study material
3. Individual assignments
4. Theme discussions and presentations in teams

Learning materials and recommended literature

Buchanan, D.A. & Huczynski, A. (2019). Organizational behaviour. Harlow, England: Pearson. Chapter 4 (Culture), Chapters 10-13 (Groups and teams in the organization).
Cappelli, P., & Tavis, A. (2018). HR goes agile. Harvard Business Review, 96(2), 46-52.
Chamorro-Premuzic T, Bersin J. (2019). Four Ways to Create a Learning Culture on Your Team. Harvard Business Review Special Issue Winter, 72–74.
Delizonna, L. (2017). High-performing teams need psychological safety. Here’s how to create It. Harvard Business Review Digital Articles August, 2-5.
Edmondson, A., Bohmer, R. & Pisano, G. (2019) Speeding Up Team Learning. Harvard Business Review Special Issue November, 46-53.
Garvin D. A., Edmondson A. C. & Gino F. (2019). Is Yours a Learning Organization? Harvard Business Review November, 86-93.
Goleman, D. (1998). What Makes a Leader? Harvard Business Review, 76, 92-105.
Groysberg, B., Lee, J., Price, J., & Cheng, J. (2018). The leader’s guide to corporate culture. Harvard Business Review, 96(1), 44-52.
McCord, P. (2018). How to hire. Harvard Business Review, 96(1), 90-97.
Mullins, L. & Christy, G. (2016). Management & organisational behaviour. Pearson. Eleventh edition. Chapter 8 (Working in groups and teams).
Shook, J. (2010). How to Change a Culture: Lessons From NUMMI. MIT Sloan Management Review, 51(2), 63–68.

Campus

Main Campus

Exam dates and re-exam possibilities

The final assignment is due 24th April, 2023. The retake of the final assignment is possible on 10th May, 2023.

Learning assignments and student workload

Lectures 24 hours, Group work 15 hours and independent study 96 hours, total 135 hours.
Groups
- HBI23VKESS
- HBI20S1
- HBI23VKK
- HBI23VKIGS
- HBI23VK
Seats

0 - 50

Assessment methods

Open UAS: 3

Kedge BS students: 25

Exchange and other Study Abroad students: 15 (included in the total capacity)

Degree Programme

Bachelor's Degree Programme in International Business

Mode of delivery

Face-to-face

Unit

School of Business
Global Team Leadership (HTLI2012-3009), 29.08.2022 – 21.12.2022,
5 cr (HBI22VSESS, ...) — Face-to-face + -
Language of instruction

English

Timing

29.08.2022 - 21.12.2022

Lecturer(s)

Liinamaaria Hakola

Planned learning activities, teaching methods and guidance

The course has five themes, and they are studied using methods of flipped learning. Each theme contains these steps which support the learning process:
1. Introductory lecture related to each theme
2. Theme-specific study material
3. Individual assignments
4. Theme discussions in small groups

Additionally, there will be one group work and presentation. Support and feedback will be given for both the group work and individual assignments.

Learning materials and recommended literature

Buchanan, D.A. & Huczynski, A. (2019). Organizational behaviour. Harlow, England: Pearson. Chapter 4 (Culture), Chapters 10-13 (Groups and teams in the organization).
Cappelli, P., & Tavis, A. (2018). HR goes agile. Harvard Business Review, 96(2), 46-52.
Chamorro-Premuzic T, Bersin J. (2019). Four Ways to Create a Learning Culture on Your Team. Harvard Business Review Special Issue Winter, 72–74.
Delizonna, L. (2017). High-performing teams need psychological safety. Here’s how to create It. Harvard Business Review Digital Articles August, 2-5.
Edmondson, A., Bohmer, R. & Pisano, G. (2019) Speeding Up Team Learning. Harvard Business Review Special Issue November, 46-53.
Garvin D. A., Edmondson A. C. & Gino F. (2019). Is Yours a Learning Organization? Harvard Business Review November, 86-93.
Goleman, D. (1998). What Makes a Leader? Harvard Business Review, 76, 92-105.
Groysberg, B., Lee, J., Price, J., & Cheng, J. (2018). The leader’s guide to corporate culture. Harvard Business Review, 96(1), 44-52.
McCord, P. (2018). How to hire. Harvard Business Review, 96(1), 90-97.
Mullins, L. & Christy, G. (2016). Management & organisational behaviour. Pearson. Eleventh edition. Chapter 8 (Working in groups and teams).
Shook, J. (2010). How to Change a Culture: Lessons From NUMMI. MIT Sloan Management Review, 51(2), 63–68.

Campus

Main Campus

Exam dates and re-exam possibilities

The final assignment is due 15th December, 2022. The retake of the final assignment is possible on 15th January, 2023 and 30th January, 2023.

Learning assignments and student workload

Lectures 24 hours, Group work 15 hours and independent study 96 hours, total 135 hours.

Enrollment

01.08.2022 - 25.08.2022
Groups
- HBI22VSESS
- HBI22VS
- HBI22VSLV
- HBI20S1
- HBI22VSIGS
- ZJA22SH
- HBI22VKK
- HBI22VSN
Seats

0 - 47

Assessment methods

Open UAS: 3 (included in the total capacity)

Exchange students: 20 (included in the total capacity)

Degree Programme

Bachelor's Degree Programme in International Business

Mode of delivery

Face-to-face

Unit

School of Business
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In the era of disruptions, unpredictability and turbulent market environments challenge traditional management practices. The speed of change is fast, and many organizations would really benefit from management competences which fit requirements of constant change.
This course is designed to provide students with conceptual frameworks and practical tools for leading modern teams that excel in global markets.
The course focuses specifically on what the future (and existing) team leaders need to know about the processes and practices of leadership through which organizations can gain sustainable competitive advantage in the era of disruptions.
Course level intended learning outcomes (CILOs) are faced basically via five perspectives, integrated in the course content and study methods: 1. Skills in critical and analytical understanding (IBCRI), 2. Applied business skills (IBBUS), 3. Communication skills (IBCOM), 4. Intercultural collaboration skills (IBCOL) and 5. Ethical conduct (IBETH). Ethical conduct will be especially discussed with the guidelines of the Sustainable Development Goals (SDGs) of the United Nations, Goal 16/ understanding ethical management and leadership and integrity.

Contents:
• Leadership models in organizations: freedom-driven or control-driven?
• Foundations of teamwork: organizing teams and their dynamics
• Organization culture and the power of purpose
• Integrating strategy work into teamwork
• Communication and interactions
• Working rules
• Performance management
• Learning in organizations
• Recruitment
• Leadership in global settings

1st year business studies or similar competence

0-5

Satisfactory (2) Knowledge and Understanding: The student demonstrates acceptable conceptual knowledge. The central course frameworks have been generally understood. The student demonstrates sufficient command of the Global Team Leadership field.
Intellectual Skills: The student is able to interpret team leadership issues at a superficial level. The student possesses limited analytical skills, assessing uncomplicated challenges, and incorporating limited perspectives. The student reviews relevant academic literature satisfactorily.
Sufficient (1) Knowledge and Understanding: The student demonstrates basic conceptual knowledge. The fundamental course frameworks have been generally understood. The student demonstrates passable command of the essential aspects of the Global Team Leadership field.
Intellectual Skills: The student is able to somehow interpret team leadership issues and address rudimentary challenges. The student is able to support his/her argumentation using academic literature at a basic level.

Very good (4) Knowledge and Understanding: The student demonstrates substantial conceptual knowledge. The central course frameworks have been understood thoroughly. The student displays a high command of the Global Team Leadership field.
Intellectual Skills: The student is able to interpret and analyse with considerable depth team leadership issues and challenges arising from multiple perspectives. The student reviews skillfully relevant academic literature.
Good (3) Knowledge and Understanding: The student demonstrates fairly good conceptual knowledge. The central course frameworks have been considerably well understood. The student displays a reasonable command of the Global Team Leadership field.
Intellectual Skills: The student is able to interpret and analyse properly team leadership issues and challenges arising from several perspectives. The student reviews relevant academic literature moderately well.

Excellent (5) Knowledge and Understanding: The student demonstrates solid conceptual knowledge in the area. The central course frameworks have been understood with great clarity and precision. The student displays a very high command of the Global Team Leadership field.
Intellectual Skills: The student is able to interpret and analyse in depth team leadership issues and challenges arising from multiple perspectives. The student reviews relevant academic literature with excellence.

Global Team Leadership, 5 cr - HTLI2012

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