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

- Analysis of human behaviour in organizations.

- Theories and models

- Hypotheses and testing.

- Advance in scientific knowledge

No prerrequisites

• 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.

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

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

• 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.

• 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.

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%)
• Case method (20%)
• Tests, exercises and problems, solved in class (20%)
• Simulation tests (20%)
• Attendance, attitude and contributions of the student in class discussion sessions (20%) (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.

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 July. 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%

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%

INCLUSION and DIVERSITY. In the case of students with disabilities or other specific educational support needs (SEN), the tutoring system will be adapted to these needs, according to the recommendations of the area with competences in inclusion of the University of Granada, proceeding departments and centers to establish appropriate measures so that the tutorials are held in accessible places. Likewise, at the request of the teaching staff, support may be requested from the competent unit of the UGR in the case of special methodological adaptations.