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| GCER0113-1 | Module 2 : Leadership and team work
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| Duration : | 36h Th, 1h AUTR |
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| Lecturer : | Christelle Bertrand, Collégialité, Jean Denoël, Marc Fourny, Cloé Stéveny |
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| Coordinator : | N... |
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Language(s) of instruction :
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| French language |
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Organisation and examination :
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| Teaching in the second semester |
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Course contents :
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| Presentation: Technical expertise, technological innovation, an advantageous position in the market: these factors alone no longer guarantee growth and significant development of economic structures. It is now essential for company activists to develop relational skills centred on collective efficiency whether the activists in question are managers or team members. The ability to mobilize the forces present and the energy and motivation within a group become indispensable for the achievement of personal professional ambitions. This ability, or rather, this skill, requires know-how and in particular, requires life skills in the area of leadership and team-work. This model proposes to develop the professional skills essential for successful team-work.
Content:
- Active listening and assertiveness
- The functioning of a work team (the dynamic zones, "high-performance teams", power and leadership, the Belbin roles...)
- Team decision-making
- Prevention and management of conflict
- Management (style, role situational management...)
- Motivation, delegation and coaching.
- The tools of the manager (information meetings, job-orientation meetings, assessment meetings, KPI's...)
How does the course adapt to the other courses?
The relational skills can be covered according to four main themes:
- Relationship with the self
- Relationship with others
- Relationship with the group
- Relationship with power
This model particularly deals with points 3 and 4. |
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Learning outcomes of the course :
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| Intentions: To develop the inter-personal skills of the participants with regard to teamwork.
Learning objectives; to become more capable of :
- Instilling a positive dynamic into the team and a clear mode of working that makes "sense" to all the team members
- Developing the potential of collaborators and initiative-taking by grasping the needs of individuals and the complementary qualities between team members.
- Formulating an assertive message both in informal situations and during job-orientation or assessment meetings.
- Predicting and managing misunderstandings, conflicts and divergences between the team-members.
- Managing in changing circumstances, reacting to critical or conflictual situations with flexibility and creativity.
- Amplifying the potential of collaborators by adopting a management style and practicing delegation, coaching, assessment and motivation management.
- Specifying one's role and one's level of responsibility within a team.
- Self-assessing one's impact on the teams.
- Assessing the efficiency of the team on a relational level and in terms of results.
Learning development: by the end of the common-core module, it is expected that the participants will be introduced to theoretical concepts, that they will become aware of useful tools and techniques for team-management and that they will be able to identify their strengths and points of development in different situations involving integrated team-management.
At the end of the specific module, it is expected that the participants will have learned to put the concepts, techniques and common core tools into practice: they will have learned how to experiment and share the power and difficulties associated with implementing these tools and techniques whether the difficulties in question are only related to some or common to all; they will get a clear idea of their personal development path to improve their skills with regard to team-management.
The specific model will take place in two phases:
- Collective supervision with the objective of helping the participants to adopt an objective approach to pair work by analyzing the facts and forming theories in order to adopt a reflexive approach;
- A meeting with a senior in the form of verbal testimony.
By the end of the supervision sessions, the candidates will be encouraged (1 hour at home) to synthesize the points they wish to cover in the context of an exchange with a senior (principle of verbal testimony). |
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Prerequisites and co-requisites/ Recommended optional programme components :
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Planned learning activities and teaching methods :
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Common core curriculum (24 hours face-to-face):
The leadership and teamwork module of the common core curriculum mainly uses structured exercises, simulation exercises and role plays by exploiting the learning potential stemming from the observations of the group of participants. Some more theoretical presentations are alternated with exercises. The objective of the simulation exercises and role plays is to place the members of the module in ever more complex "ecological" situations.
The exercises often use an observation method. Some participants, with the help of an observation checklist aim to identify the product of their observations during elucidation sessions.
Experience and observations linked to exercises are then analyzed with a view to improving behavior, relationships, and to help participants to grasp the main difficulties inherent to teamwork. This method allows each participant to gain the objectivity necessary to think about teamwork and increase the different points of view. The objective goes further than mere pedagogy and aims to be psychagogic (Daniel Faulx, 2011): this method confronts the participants with attitudinal and behavioral routines with a view to reassessing their behavior within the team. The structured exercises are situations created more or less artificially and serve as a pretext to learning. The participants take ownership of what they are learning. They are then invited to reflect on those elements that can be transferred to their professional lives.
The atmosphere in which this kind of exercise takes place must necessarily favor acceptance of what is clearly demonstrated because each individual tries, loyally and genuinely, to express what he or she feels and welcomes what the others contribute. Each participant can say what he or she thinks and each participant is required to welcome what is suggested and to avoid making value judgments. The group participating in the module is more likely to communicate learning than the teacher/lecturer. The theoretical presentations are then given to illustrate what has been experienced and link this experience to more general concepts.
So that each participant can question themselves in confidence, it is necessary that certain rules are respected (benevolent neutrality, active participation, acceptance of different points of view), but it is also necessary that each student is capable of observing and reconstructing his or her own observations by differentiating between his or her inferred impressions and feelings and factual observation.
The specific module (9 hours of face-to-face, 3 hours per group; 1 hour at home), collective supervision and organized exchanges:
The collective supervision in small groups is a tool that owes its origins to personal development groups "Balint" (Peretti, 1994). It involves an extremely restricted methodology, proceeding stage by stage with a view to the adjustment and perfection of the professional skills of the participants. The participants organize themselves into small groups (3 to 6 participants) during a three-hour session to exercise a reflexive approach based on problematic teamwork situations encountered in their professional lives, "The mentor opens up the space, shares his knowledge, reveals the best of his knowledge to his or her protégé while caring for his or her wellbeing. Where the coach must remain neutral, the mentor is also present with passion and enthusiasm".
Extract from an article published by Yves Richez on the FocusRH site, in 2009.
The specific module (3 hours of face-to-face) part involving the input of an external contributor to the area of management. |
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Mode of delivery (face-to-face ; distance-learning) :
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| Mainly face-to-face |
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Recommended or required readings :
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PowerPoint tool
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Bibliographical list/ non-obligatory resources :
Amoureaux G., Maîtriser l'art de communiquer, in Diriger et motiver, Paris : Eyrolles, 2008.
Capo-Chichi C., Encadrer une équipe pour la première fois, Studyrama, Quetigny, 2009.
Chalvin, D. et Eysette, F., Comment sortir des petits conflits dans le travail, Dunod, Paris, 1990.
Diridollou B., Manager son équipe au quotidien, Eyrolles, 2009.
Faulx D., A la recherche des indicateurs de conflits graves, Les cahiers internationaux de psychologie sociale , Editions de l'Université de Liège, volume 75-76, 2007.
Guittet A., Développer ses compétences relationnelles, Dunod, 2006.
Helriegel et al., Management des organisations, De Boeck, Bruxelles, 2001.
Katzenbach J. et Smith D., Les équipes hautes performances, Paris, Dunod, 1994.
Kotter J., Leading Change, Harvard Business School Press, 1996
Landier H. et Labbé D., Prévenir et gérer les conflits sociaux dans l'entreprise. Editions Liaisons, Paris, 2002.
Landry S., Travail, affection et pouvoir dans les groupes restreints, Presses de L'université du Québec, 2007.
Malarewicz J-C, Gérer les conflits au travail, Paerson, Paris, 2008.
Mucchielli R., Le travail en équipe, ESF, Issy, 1996.
Noyé D., Le management situationnel, INSEP CONSULTING, 2005.
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Assessment methods and criteria :
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| Assessment will consist of:
- An analysis of cases in the presence of a common-core teacher/lecturer.
- A self-assessment (resources, points to be improved) following the common-core curriculum with the objective of an application to the workplace based on the knowledge and tools acquired during the common core curriculum
- A self-assessment following the specific module with measurement of the impact of the behaviors acquired during the specific module)
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Work placement(s) :
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| Application of skills in real situations. The elements experienced in the field during collective supervision sessions. |
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Organizational remarks :
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| The modalities of assessment and the organization of the module as well as the objectives of each part (common core, collective supervision, observation) will be presented at the start of the module.
The procedural rules (planned learning activities and teaching methods) will also be clarified at the start of the module.
The PowerPoint tools will be available online a week before the first face-to-face hour on the leadership and teamwork module. |
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Contacts :
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| Cloé Stéveny : cloe.steveny@hepl.be, 0497/656667
Meeting modalities: exchange of emails. If necessary individual appointments at the HEPL by appointment.
Christelle Bertrand : christelle.bertrand@ulg.ac.be, 0494/572642
Meeting modalities: exchange of emails. If necessary individual meetings at the Liege Spatial Center by appointment.
Jean Denoël : jean.denoel@polemecatech.be |
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