Opetussuunnitelmat

Objective

The Global Team Leadership course is designed to provide you with the necessary conceptual frameworks and practical skills for effectively leading teams in the global business environment. Focusing on the future of team leadership, this course covers processes and practices that empower organizations to lead their teams effectively and secure a sustainable competitive advantage.

Your teacher will share knowledge and personal experiences from team leadership, and encourage interactive discussions. Throughout the course, you will have the opportunity to collaborate in an international team using English. You will assume the role of a team leader or undertake other team responsibilities. You will apply the knowledge gained from the lessons to practical real-world assignments and case studies, engaging in rich interactions and exchanging ideas with your international peers. This hands-on approach enables you to co-construct meaning and knowledge, providing invaluable experience for your future role as a team leader and your career.

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.

Content

The Global Team Leadership course covers the following topics:

• Discovering your role as a team member
• Organising teams and understanding team dynamics
• Conducting effective team meetings
• Challenges new team leaders face in international teams
• Applying leadership models in global teams
• Understanding the role of organisational culture
• Managing team performance
• Resolving conflict in global teams
• Recruiting in global teams

Location and time

The primary mode of delivery is a combination of in-class activities on campus and on-line lectures. In-class activities will not be recorded. The in-class activities deepen the learning in the forms of tutorials, individual and group works, reflection and guidance. However, if the COVID-19 situation requires the learning will be supported by on-line tutorials.

Oppimateriaali ja suositeltava kirjallisuus

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.

Teaching methods

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. We will also have online co-operation with students from Bern University of Applied Science during the course.

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

Exam schedules

Exam will be held during the first two weeks in May. The exact date will be given in the first lecture of the course.

Student workload

Lectures 24 hours, Group work 20 hours and independent study 91 hours, total 135 hours.

Further information

Open UAS: 3
Kedge BS students: 25
Exchange and other Study Abroad students: 15 (included in the total capacity)

Evaluation scale

0-5

Arviointikriteerit, tyydyttävä (1-2)

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.

Arviointikriteerit, hyvä (3-4)

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.

Assessment criteria, excellent (5)

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.

Qualifications

1st year business studies or similar competence