DESIGNING, IMPLEMENTING AND LEADING VIRTUAL TEAMS IN AN ORGANISATION
Syllabus
Prerequisiti
Prerequisites
Programma
SEZIONE I: INTRODUCTION TO TEAMS (8 ore)
1 COURSE INTRODUCTION AND OVERVIEW
2 DEFINING ORGANISATIONS AND TEAMS
3 TEAM ROLES AND DEVELOPMENTAL PHASES
4 LEADING TEAMS
SEZIONE II: INTRODUCTION TO VIRTUAL TEAMS (4 ore)
5 DEFINING VIRTUAL TEAMS
6 DEFINING SMART LEADERSHIP
SEZIONE III: DESIGNING VIRTUAL TEAMS (8 ore)
7 ACHIEVING OUTCOMES
8 INVOLVING OTHERS
9 VIRTUAL COLLABORATION
10 FIRST STAGE OF ROLE-PLAYING
SEZIONE IV: IMPLEMENTING VIRTUAL TEAMS (8 ore)
11 HOW TO COMMUNICATE FROM DISTANCE
12 HOW TO COMMUNICATE FROM DISTANCE
13 RUNNING VIRTUAL MEETINGS
14 SECOND STAGE OF ROLE-PLAYING
SEZIONE V: LEADING VIRTUAL TEAMS (8 ore)
15 LEADING VIRTUAL TEAMS
16 OURSELVES
17 HOW TO DEVELOP SMART LEADERS
18 LAST STAGE OF ROLE-PLAYING
Program
SECTION I: INTRODUCTION TO TEAMS (8 hours)
1 COURSE INTRODUCTION AND OVERVIEW
2 DEFINING ORGANISATIONS AND TEAMS
3 TEAM ROLES AND DEVELOPMENTAL PHASES
4 LEADING TEAMS
SECTION II: INTRODUCTION TO VIRTUAL TEAMS (4 hours)
5 DEFINING VIRTUAL TEAMS
6 DEFINING SMART LEADERSHIP
SECTION III: DESIGNING VIRTUAL TEAMS (8 hours)
7 ACHIEVING OUTCOMES
8 INVOLVING OTHERS
9 VIRTUAL COLLABORATION
10 FIRST STAGE OF ROLE-PLAYING
SECTION IV: IMPLEMENTING VIRTUAL TEAMS (8 hours)
11 HOW TO COMMUNICATE FROM DISTANCE
12 HOW TO COMMUNICATE FROM DISTANCE
13 RUNNING VIRTUAL MEETINGS
14 SECOND STAGE OF ROLE-PLAYING
SECTION V: LEADING VIRTUAL TEAMS (8 hours)
15 LEADING VIRTUAL TEAMS
16 OURSELVES
17 HOW TO DEVELOP SMART LEADERS
18 LAST STAGE OF ROLE-PLAYING
Testi Adottati
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Revised Rules for Remarkable Remote and Hybrid Leadership. Berrett-Koehler Publishers.
Letture di approfondimento:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Books
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Revised Rules for Remarkable Remote and Hybrid Leadership. Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Bibliografia
Le slide non rappresentano un supporto per una preparazione efficace e di successo all'esame del corso. Rappresentano solo un aiuto per facilitare il trasferimento delle conoscenze agli studenti durante le lezioni.
Bibliography
The slides do not represent a support for an effective and successful preparation to the
exam of the course. They represent only a help to facilitate the transfer of the knowledge
to students during the lectures.
Modalità di svolgimento
Teaching methods
Regolamento Esame
A partire dal secondo appello, la modalità d'esame sarà orale e prevederà domande teoriche relative alla teoria del corso e la discussione di incidents relativi alle dinamiche di team in contesti ibridi, remoti e virtuali.
La prova di esame sarà valutata secondo i seguenti criteri:
Non idoneo: importanti carenze e/o inaccuratezze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato;
18-20: conoscenza e comprensione degli argomenti appena sufficiente con possibili generalizzazioni e imperfezioni; capacità di analisi sintesi e autonomia di giudizio sufficienti, gli argomenti sono esposti in modo frequentemente poco coerente e con un linguaggio poco appropriato/tecnico;
21-23: Conoscenza e comprensione degli argomenti routinaria; Capacità di analisi e sintesi corrette con argomentazione logica sufficientemente coerente e linguaggio appropriato/tecnico
24-26: Discreta conoscenza e comprensione degli argomenti; buone capacità di analisi e sintesi con argomentazioni espresse in modo rigoroso ma con un linguaggio non sempre appropriato/tecnico.
27-29: Conoscenza e comprensione degli argomenti completa; notevoli capacità di analisi e sintesi. Buona autonomia di giudizio. Argomenti esposti in modo rigoroso e con linguaggio appropriato/tecnico
30-30L: Ottimo livello di conoscenza e comprensione approfondita degli argomenti. Ottime capacità di analisi, di sintesi e di autonomia di giudizio. Argomentazioni espresse in modo originale e con linguaggio tecnico appropriato.
Exam Rules
From the second call onwards, the examination mode will be oral and will include theoretical questions relating to the theory of the course and discussion of incidents relating to team dynamics in virtual contexts.
The exam will be assessed according to the following criteria:
Not Successful: important deficiencies and/or inaccuracies in the knowledge and understanding of the topics; limited ability to analyse and synthesise, frequent generalisations and limited critical and judgemental skills, the topics are set out inconsistently and with inappropriate language;
18-20: Barely sufficient knowledge and understanding of the topics with possible generalisations and imperfections; sufficient capacity for analysis synthesis and autonomy of judgement, topics are frequently exposed in an incoherent way and with inappropriate/technical language;
21-23: Routine knowledge and understanding of topics; ability to analyse and synthesise correctly with sufficiently coherent logical argumentation and appropriate/technical language;
24-26: Fair knowledge and understanding of the topics; Good analytical and synthetic skills with arguments expressed in a rigorous manner but with language that is not always appropriate/technical;
27-29: Comprehensive knowledge and understanding of the topics; considerable capacity for analysis and synthesis. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate/technical language;
30-30L: Excellent level of knowledge and thorough understanding of topics. Excellent analytical and synthetic skills and independent judgement. Arguments expressed in an original manner and with appropriate technical language.
Modalità di frequenza
NOTA: La partecipazione alla prima lezione è fortemente consigliata. Durante la prima sessione vengono esplicitate le informazioni importanti sul corso e le aspettative del docente.
Attendance Rules
NOTE: Attendance to the first class session is strongly suggested. Important information about the course and the instructor's expectations are given during the first session.
Obiettivi Formativi
CONOSCENZA E CAPACITÀ DI COMPRENSIONE: Il corso copre la progettazione, l'implementazione e la conduzione di team virtuali sia da una prospettiva macro che micro. Gli individui influenzano le dinamiche di team, in particolare quando questi team sono virtuali. Inoltre, i team spesso appartengono a un'organizzazione più grande a cui devono rendere conto in termini di comportamento e risultati attesi. È quindi importante allineare costantemente queste aspettative e considerare le complicazioni del virtuale. Comprendere le prospettive macro e micro e come queste due interrelazioni sono essenziali per comprendere i team virtuali e la loro efficace progettazione e implementazione.
CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE: Attraverso role-playing e esercizi esperenziali, gli studenti avranno modo di sperimentare in prima persona quanto appreso durante il corso
AUTONOMIA DI GIUDIZIO: A seguito del positivo completamento del corso, gli studenti saranno in grado di descrivere i principi di design, implementazione e guida dei team virtuali; spiegare quali sono i ruoli e le fasi caratterizzanti un team; discutere a fondo le questioni relative le dinamiche di team e come queste cambino in contesti virtuali.
ABILITÀ COMUNICATIVE: Per raggiungere i suoi obiettivi il corso prevede lezioni frontali, attività sperimentali, role playing, compiti individuali ed in team. Tutte le attività costituiscono una base importante per le discussioni di classe e devono essere completate prima di ogni sessione.
Dal momento che ognuno è portatore di prospettive ed esperienze uniche alla classe, la partecipazione nelle discussioni di classe e alle attività è essenziale per il proprio apprendimento, così come per quello degli altri membri della classe.
CAPACITÀ DI APPRENDIMENTO: Durante le discussioni e i role-playing in aula, gli studenti saranno chiamati a:
1. Prendere una posizione specifica su determinate questioni e/o punti.
2. Porre domande chiarificatorie.
3. Collaborare al fine di mantenere viva la discussione.
4. Aiutare nel guidare e coinvolgere anche gli altri studenti nella discussione.
5. Integrare la discussione con teorie, contenuti e concetti già visti in altre sessioni.
Learning Objectives
KNOWLEDGE AND UNDERSTANDING: The course covers designing, implementing, and leading virtual teams from both a macro and a micro perspective. Individuals influence team dynamics, particularly when these teams are virtual. Besides, teams often belong to a larger organisation to which they are accountable in terms of behaviour and expected results. It is therefore important to constantly align these expectations and consider the complications of the virtual. Understanding both the macro and micro perspectives and how these two interrelations are essential for understanding virtual teams and their effective design and implementation.
APPLYING KNOWLEDGE AND UNDERSTANDING: Through role-playing and experiential exercises, students will be able to experience first-hand what they have learnt during the course.
MAKING JUDGEMENTS: Following successful completion of the course, students will be able to describe the principles of design, implementation and leadership of virtual teams; explain what roles and phases characterise a team; and discuss in depth issues related to team dynamics and how these change in virtual contexts.
COMMUNICATION SKILLS: To achieve its objectives, the course includes reading, experimental activities, role playing, individual and team tasks. All activities are an important basis for class discussions and must be completed before each session.
Since everyone brings unique perspectives and experiences to the class, participation in class discussions and activities is essential for one's own learning, as well as that of the other class members.
LEARNING SKILLS: During the classroom discussions and role-playing, students will be asked to:
1. Take a specific position on certain issues and/or points.
2. Ask clarifying questions.
3. To collaborate in order to keep the discussion alive.
4. Help guide and involve other students in the discussion.
5. Integrate the discussion with theories, content and concepts already seen in other sessions.
Prerequisiti
Prerequisites
Programma
SEZIONE I: INTRODUCTION TO TEAMS (8 ore)
1 COURSE INTRODUCTION AND OVERVIEW
2 DEFINING ORGANISATIONS AND TEAMS
3 TEAM ROLES AND DEVELOPMENTAL PHASES
4 LEADING TEAMS
SEZIONE II: INTRODUCTION TO VIRTUAL TEAMS (4 ore)
5 DEFINING VIRTUAL TEAMS
6 DEFINING SMART LEADERSHIP
SEZIONE III: DESIGNING VIRTUAL TEAMS (8 ore)
7 ACHIEVING OUTCOMES
8 INVOLVING OTHERS
9 VIRTUAL COLLABORATION
10 FIRST STAGE OF ROLE-PLAYING
SEZIONE IV: IMPLEMENTING VIRTUAL TEAMS (8 ore)
11 HOW TO COMMUNICATE FROM DISTANCE
12 HOW TO COMMUNICATE FROM DISTANCE
13 RUNNING VIRTUAL MEETINGS
14 SECOND STAGE OF ROLE-PLAYING
SEZIONE V: LEADING VIRTUAL TEAMS (8 ore)
15 LEADING VIRTUAL TEAMS
16 OURSELVES
17 HOW TO DEVELOP SMART LEADERS
18 LAST STAGE OF ROLE-PLAYING
Program
SECTION I: INTRODUCTION TO TEAMS (8 hours)
1 COURSE INTRODUCTION AND OVERVIEW
2 DEFINING ORGANISATIONS AND TEAMS
3 TEAM ROLES AND DEVELOPMENTAL PHASES
4 LEADING TEAMS
SECTION II: INTRODUCTION TO VIRTUAL TEAMS (4 hours)
5 DEFINING VIRTUAL TEAMS
6 DEFINING SMART LEADERSHIP
SECTION III: DESIGNING VIRTUAL TEAMS (8 hours)
7 ACHIEVING OUTCOMES
8 INVOLVING OTHERS
9 VIRTUAL COLLABORATION
10 FIRST STAGE OF ROLE-PLAYING
SECTION IV: IMPLEMENTING VIRTUAL TEAMS (8 hours)
11 HOW TO COMMUNICATE FROM DISTANCE
12 HOW TO COMMUNICATE FROM DISTANCE
13 RUNNING VIRTUAL MEETINGS
14 SECOND STAGE OF ROLE-PLAYING
SECTION V: LEADING VIRTUAL TEAMS (8 hours)
15 LEADING VIRTUAL TEAMS
16 OURSELVES
17 HOW TO DEVELOP SMART LEADERS
18 LAST STAGE OF ROLE-PLAYING
Testi Adottati
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership. Berrett-Koehler Publishers.
Letture di approfondimento:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Books
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership. Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Bibliografia
Le slide non rappresentano un supporto per una preparazione efficace e di successo all'esame del corso. Rappresentano solo un aiuto per facilitare il trasferimento delle conoscenze agli studenti durante le lezioni.
Bibliography
The slides do not represent a support for an effective and successful preparation to the exam of the course. They represent only a help to facilitate the transfer of the knowledge to students during the lectures.
Modalità di svolgimento
Teaching methods
Regolamento Esame
A partire dal secondo appello, la modalità d'esame sarà orale e prevederà domande teoriche relative alla teoria del corso e la discussione di incidents relativi alle dinamiche di team in contesti ibridi, remoti e virtuali.
La prova di esame sarà valutata secondo i seguenti criteri:
Non idoneo: importanti carenze e/o inaccuratezze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio inappropriato;
18-20: conoscenza e comprensione degli argomenti appena sufficiente con possibili generalizzazioni e imperfezioni; capacità di analisi sintesi e autonomia di giudizio sufficienti, gli argomenti sono esposti in modo frequentemente poco coerente e con un linguaggio poco appropriato/tecnico;
21-23: Conoscenza e comprensione degli argomenti routinaria; Capacità di analisi e sintesi corrette con argomentazione logica sufficientemente coerente e linguaggio appropriato/tecnico
24-26: Discreta conoscenza e comprensione degli argomenti; buone capacità di analisi e sintesi con argomentazioni espresse in modo rigoroso ma con un linguaggio non sempre appropriato/tecnico.
27-29: Conoscenza e comprensione degli argomenti completa; notevoli capacità di analisi e sintesi. Buona autonomia di giudizio. Argomenti esposti in modo rigoroso e con linguaggio appropriato/tecnico
30-30L: Ottimo livello di conoscenza e comprensione approfondita degli argomenti. Ottime capacità di analisi, di sintesi e di autonomia di giudizio. Argomentazioni espresse in modo originale e con linguaggio tecnico appropriato.
Exam Rules
From the second call onwards, the examination mode will be oral and will include theoretical questions relating to the theory of the course and discussion of incidents relating to team dynamics in virtual contexts.
The exam will be assessed according to the following criteria:
Not Successful: important deficiencies and/or inaccuracies in the knowledge and understanding of the topics; limited ability to analyse and synthesise, frequent generalisations and limited critical and judgemental skills, the topics are set out inconsistently and with inappropriate language;
18-20: Barely sufficient knowledge and understanding of the topics with possible generalisations and imperfections; sufficient capacity for analysis synthesis and autonomy of judgement, topics are frequently exposed in an incoherent way and with inappropriate/technical language;
21-23: Routine knowledge and understanding of topics; ability to analyse and synthesise correctly with sufficiently coherent logical argumentation and appropriate/technical language;
24-26: Fair knowledge and understanding of the topics; Good analytical and synthetic skills with arguments expressed in a rigorous manner but with language that is not always appropriate/technical;
27-29: Comprehensive knowledge and understanding of the topics; considerable capacity for analysis and synthesis. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate/technical language;
30-30L: Excellent level of knowledge and thorough understanding of topics. Excellent analytical and synthetic skills and independent judgement. Arguments expressed in an original manner and with appropriate technical language.
Modalità di frequenza
NOTA: La partecipazione alla prima lezione è fortemente consigliata. Durante la prima sessione vengono esplicitate le informazioni importanti sul corso e le aspettative del docente.
Attendance Rules
NOTE: Attendance to the first class session is strongly suggested. Important information about the course and the instructor's expectations are given during the first session.
Obiettivi Formativi
introdurre i concetti di base della leadership e del lavoro di squadra.
CONOSCENZA E CAPACITÀ DI COMPRENSIONE: Il corso copre la progettazione, l'implementazione e la conduzione di team virtuali sia da una prospettiva macro che micro.
Gli individui influenzano le dinamiche di team, in particolare quando questi team sono virtuali. Inoltre, i team spesso appartengono a un'organizzazione più grande a cui devono
rendere conto in termini di comportamento e risultati attesi. È quindi importante allineare costantemente queste aspettative e considerare le complicazioni del virtuale. Comprendere le prospettive macro e micro e come queste due interrelazioni sono essenziali per comprendere i team virtuali e la loro efficace progettazione e implementazione.
CAPACITÀ DI APPLICARE CONOSCENZA E COMPRENSIONE: Attraverso role-playing e esercizi esperenziali, gli studenti avranno modo di sperimentare in prima persona quanto
appreso durante il corso
AUTONOMIA DI GIUDIZIO: A seguito del positivo completamento del corso, gli studenti saranno in grado di descrivere i principi di design, implementazione e guida dei team
virtuali; spiegare quali sono i ruoli e le fasi caratterizzanti un team; discutere a fondo le questioni relative le dinamiche di team e come queste cambino in contesti virtuali.
ABILITÀ COMUNICATIVE: Per raggiungere i suoi obiettivi il corso prevede lezioni frontali, attività sperimentali, role playing, compiti individuali ed in team. Tutte le attività
costituiscono una base importante per le discussioni di classe e devono essere completate prima di ogni sessione.
Dal momento che ognuno è portatore di prospettive ed esperienze uniche alla classe, la partecipazione nelle discussioni di classe e alle attività è essenziale per il proprio
apprendimento, così come per quello degli altri membri della classe.
CAPACITÀ DI APPRENDIMENTO: Durante le discussioni e i role-playing in aula, gli studenti saranno chiamati a:
1. Prendere una posizione specifica su determinate questioni e/o punti.
2. Porre domande chiarificatorie.
3. Collaborare al fine di mantenere viva la discussione.
4. Aiutare nel guidare e coinvolgere anche gli altri studenti nella discussione.
5. Integrare la discussione con teorie, contenuti e concetti già visti in altre sessioni.
Learning Objectives
introduce the basic concepts of leadership and teamwork.
KNOWLEDGE AND UNDERSTANDING: The course covers designing, implementing, and leading virtual teams from both a macro and a micro perspective. Individuals influence
team dynamics, particularly when these teams are virtual. Besides, teams often belong to a larger organisation to which they are accountable in terms of behaviour and expected
results. It is therefore important to constantly align these expectations and consider the complications of the virtual. Understanding both the macro and micro perspectives and how
these two interrelations are essential for understanding virtual teams and their effective design and implementation.
APPLYING KNOWLEDGE AND UNDERSTANDING: Through role-playing and experiential exercises, students will be able to experience first-hand what they have learnt during the
course.
MAKING JUDGEMENTS: Following successful completion of the course, students will be able to describe the principles of design, implementation and leadership of virtual teams;
explain what roles and phases characterise a team; and discuss in depth issues related to team dynamics and how these change in virtual contexts.
COMMUNICATION SKILLS: To achieve its objectives, the course includes reading, experimental activities, role playing, individual and team tasks. All activities are an
important basis for class discussions and must be completed before each session.
Since everyone brings unique perspectives and experiences to the class, participation in class discussions and activities is essential for one's own learning, as well as that of the
other class members.
LEARNING SKILLS: During the classroom discussions and role-playing, students will be asked to:
1. Take a specific position on certain issues and/or points.
2. Ask clarifying questions.
3. To collaborate in order to keep the discussion alive.
4. Help guide and involve other students in the discussion.
5. Integrate the discussion with theories, content and concepts already seen in other sessions.
Prerequisiti
Prerequisites
Programma
SEZIONE I: INTRODUCTION TO TEAMS
1 COURSE INTRODUCTION AND OVERVIEW
2 DEFINING ORGANISATIONS AND TEAMS
3 TEAM ROLES AND DEVELOPMENTAL PHASES
4 LEADING TEAMS
SEZIONE II: INTRODUCTION TO VIRTUAL TEAMS
5 DEFINING VIRTUAL TEAMS
6 DEFINING SMART LEADERSHIP
SEZIONE III: DESIGNING VIRTUAL TEAMS
7 ACHIEVING OUTCOMES
8 INVOLVING OTHERS
9 VIRTUAL COLLABORATION
10 FIRST STAGE OF ROLE-PLAYING
SEZIONE IV: IMPLEMENTING VIRTUAL TEAMS
11 HOW TO COMMUNICATE FROM DISTANCE
12 HOW TO COMMUNICATE FROM DISTANCE
13 RUNNING VIRTUAL MEETINGS
14 SECOND STAGE OF ROLE-PLAYING
SEZIONE V: LEADING VIRTUAL TEAMS
15 LEADING VIRTUAL TEAMS
16 OURSELVES
17 HOW TO DEVELOP SMART LEADERS
18 LAST STAGE OF ROLE-PLAYING
Program
SECTION I: INTRODUCTION TO TEAMS
1 COURSE INTRODUCTION AND OVERVIEW
2 DEFINING ORGANISATIONS AND TEAMS
3 TEAM ROLES AND DEVELOPMENTAL PHASES
4 LEADING TEAMS
SECTION II: INTRODUCTION TO VIRTUAL TEAMS
5 DEFINING VIRTUAL TEAMS
6 DEFINING SMART LEADERSHIP
SECTION III: DESIGNING VIRTUAL TEAMS
7 ACHIEVING OUTCOMES
8 INVOLVING OTHERS
9 VIRTUAL COLLABORATION
10 FIRST STAGE OF ROLE-PLAYING
SECTION IV: IMPLEMENTING VIRTUAL TEAMS
11 HOW TO COMMUNICATE FROM DISTANCE
12 HOW TO COMMUNICATE FROM DISTANCE
13 RUNNING VIRTUAL MEETINGS
14 SECOND STAGE OF ROLE-PLAYING
SECTION V: LEADING VIRTUAL TEAMS
15 LEADING VIRTUAL TEAMS
16 OURSELVES
17 HOW TO DEVELOP SMART LEADERS
18 LAST STAGE OF ROLE-PLAYING
Testi Adottati
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership. Berrett-Koehler Publishers.
Letture di approfondimento:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Books
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership. Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Bibliografia
Le slide non rappresentano un supporto per una preparazione efficace e di successo all'esame del corso. Rappresentano solo un aiuto per facilitare il trasferimento delle conoscenze agli studenti durante le lezioni.
Bibliography
The slides do not represent a support for an effective and successful preparation to the exam of the course. They represent only a help to facilitate the transfer of the knowledge to students during the lectures.
Modalità di svolgimento
Teaching methods
Regolamento Esame
La prima, rivolta agli studenti frequentanti, vedrà la realizzazione di un essay e la presentazione di un progetto da sviluppare durante il corso. Tale modalità sarà possibile solo al primo appello dopo il termine del corso.
La seconda modalità sarà orale e prevederà domande teoriche relative alla teoria del corso e la discussione di incidents.
La prova di esame sarà valutata secondo i seguenti criteri:
Non idoneo: importanti carenze e/o inaccuratezze nella conoscenza e comprensione degli argomenti; limitate capacità di analisi e sintesi, frequenti generalizzazioni e limitate capacità critiche e di giudizio, gli argomenti sono esposti in modo non coerente e con linguaggio
inappropriato;
18-20: conoscenza e comprensione degli argomenti appena sufficiente con possibili generalizzazioni e imperfezioni; capacità di analisi sintesi e autonomia di giudizio sufficienti, gli argomenti sono esposti in modo frequentemente poco coerente e con un linguaggio poco appropriato/tecnico;
21-23: Conoscenza e comprensione degli argomenti routinaria; Capacità di analisi e sintesi corrette con argomentazione logica sufficientemente coerente e linguaggio appropriato/tecnico
24-26: Discreta conoscenza e comprensione degli argomenti; buone capacità di analisi e sintesi con argomentazioni espresse in modo rigoroso ma con un linguaggio non sempre appropriato/tecnico.
27-29: Conoscenza e comprensione degli argomenti completa; notevoli capacità di analisi e sintesi. Buona autonomia di giudizio. Argomenti esposti in modo rigoroso e con linguaggio appropriato/tecnico
30-30L: Ottimo livello di conoscenza e comprensione approfondita degli argomenti. Ottime capacità di analisi, di sintesi e di autonomia di giudizio. Argomentazioni espresse in modo originale e con linguaggio tecnico appropriato.
Exam Rules
The first, for students attending the course, will involve writing an essay and presenting a project to be developed during the course. This mode will only be possible at the first call after the end of the course.
The second mode will be oral and will include theoretical questions related to the theory of the course and the discussion of incidents.
The exam will be assessed according to the following criteria:
Not Successful: important deficiencies and/or inaccuracies in the knowledge and understanding of the topics; limited ability to analyse and synthesise, frequent generalisations and limited critical and judgemental skills, the topics are set out inconsistently and with inappropriate language;
18-20: Barely sufficient knowledge and understanding of the topics with possible generalisations and imperfections; sufficient capacity for analysis synthesis and autonomy of judgement, topics are frequently exposed in an incoherent way and with inappropriate/technical language;
21-23: Routine knowledge and understanding of topics; ability to analyse and synthesise correctly with sufficiently coherent logical argumentation and appropriate/technical language;
24-26: Fair knowledge and understanding of the topics; Good analytical and synthetic skills with arguments expressed in a rigorous manner but with language that is not always appropriate/technical;
27-29: Comprehensive knowledge and understanding of the topics; considerable capacity for analysis and synthesis. Good autonomy of judgement. Arguments presented in a rigorous manner and with appropriate/technical language;
30-30L: Excellent level of knowledge and thorough understanding of topics. Excellent analytical and synthetic skills and independent judgement. Arguments expressed in an original manner and with appropriate technical language.
Modalità di frequenza
NOTA: La partecipazione alla prima lezione è fortemente consigliata. Durante la prima sessione vengono esplicitate le informazioni importanti sul corso e le aspettative del docente.
Attendance Rules
NOTE: Attendance to the first class session is strongly suggested. Important information about the course and the instructor's expectations are given during the first session.
Updated A.Y. 2022-2023
Designing, Implementing and Leading Virtual Teams in an Organisation
(Prof. Damiano Petrolo)
Teaching Members Responsible for the Course
Prof. Damiano Petrolo
E-mail: damiano.petrolo@uniroma2.it
Availability: Contact via e-mail
The course aims to be a valuable learning experience for you. Your feedback is welcome at any time in the semester. You can easily reach me by e-mail, and I will be glad to set up an appointment. Additionally, if you have a disability that requires special accommodation, please let me know ASAP to be helpful to you.
E-mails, Office Hours & Feedback on Assignments
I endeavour to answer e-mails within one day. If you have not heard from me within that time, please resend the e-mail. Grades and comments will be posted online on the materials section of the course website. I will be happy to give feedback and discuss assignments after grading is complete for a specific assignment. Office hours are scheduled by e-mail request.
Course positioning
The Designing, Implementing and Leading Virtual Teams in an Organisation course is included in the Bachelor of Science in Business Administration & Economics.
Prerequisites for the course
None
Course description and learning objectives
The course covers designing, implementing, and leading virtual teams from both a macro and a micro perspective. Individuals influence team dynamics, particularly when these teams are virtual. Besides, teams often belong to a larger organisation to which they are accountable in terms of behaviour and expected results. It is therefore important to constantly align these expectations and consider the complications of the virtual. Understanding both the macro and micro perspectives and how these two interrelations are essential for understanding virtual teams and their effective design and implementation.
The course's objective is twofold: first, to make the student understand how to design, implement and lead virtual teams in an organisation. Second, to introduce the basic concepts of leadership and teamwork.
Teaching Methods
Lectures are characterised by the transfer of knowledge and the strong interaction within the classroom; analyses of situations, problems, and role-playing facilitate learning participants.
Regular attending students are strongly recommended to participate in all the lectures and all the role-playing preparations and presentations.
The course uses readings, lectures, individual and team assignments, and class discussions to meet its goals. Because each of you brings unique perspectives and experiences to the class, participation in class discussions and activities is essential to your learning and other class members.
Required Textbook, Readings, and Business Cases
Textbook:
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership . Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Other learning sources
Slides and other material will be available on the course website.
THE SLIDES DO NOT REPRESENT A SUPPORT FOR AN EFFECTIVE AND SUCCESSFUL PREPARATION TO THE EXAM OF THE COURSE. THEY REPRESENT ONLY A HELP TO FACILITATE THE TRANSFER OF THE KNOWLEDGE TO STUDENTS DURING THE LECTURES.
Attendance
Because of the concentrated nature of the BAE program, attendance in class is crucial.
NOTE : Attendance at the first class session is strongly suggested. Important information about the course will be shared during the first session, as well as reciprocal expectations. If you know that you will have to be absent for one session, please contact your instructor to ensure that absence from a particular session is acceptable.
Scheduling of lectures
Students are advised to check the course's correct scheduling on the website and register themselves in the course newsletter to access all the related communications.
Exams
The exam is oral, and it includes some questions directly connected to the course textbooks and the readings. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Only students who have booked the exam on the DELPHI System will be allowed to register their grades.
The 1ST exam after the course
The 1st exam after the course has two modes.
1. Regular attending Students: Writing an essay on the dynamics that characterised your experiences in the teams you participated in. The presentation of a team project supplements this essay.
2. Non-attending Students: The exam will be oral and will concern questions directly connected to the course textbooks. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Class Schedule
|
Session |
Topic |
Lecture/Role-Playing |
|
Section I: Introduction to Teams |
||
|
1 |
Course introduction and overview |
Lecture |
|
2 |
Defining Organisations and Teams |
Lecture |
|
3 |
Team Roles and Developmental Phases |
Lecture + Exercise |
|
4 |
Leading Teams |
Lecture |
|
Section II: Introduction to Virtual Teams |
||
|
5 |
Defining Virtual Teams |
Lecture + Exercise |
|
6 |
Defining Smart Leadership |
Lecture |
|
Section III: Designing Virtual Teams |
||
|
7 |
Achieving Outcomes |
Lecture |
|
8 |
Involving Others |
Lecture |
|
9 |
Virtual Collaboration |
Lecture |
|
10 |
First Stage of Role-Playing |
Role-Playing |
|
Section IV: Implementing Virtual Teams |
||
|
11 |
How to Communicate From Distance |
Lecture |
|
12 |
How to Communicate From Distance |
Lecture |
|
13 |
Running Virtual Meetings |
Lecture |
|
14 |
Second Stage of Role-Playing |
Role-Playing |
|
Section V: Leading Virtual Teams |
||
|
15 |
Leading Virtual Teams |
Lecture |
|
16 |
Ourselves |
Lecture |
|
17 |
How to Develop Smart Leaders |
Lecture |
|
18 |
Last Stage of Role-Playing |
Role-Playing |
Updated A.Y. 2022-2023
Designing, Implementing and Leading Virtual Teams in an Organisation
(Prof. Damiano Petrolo)
Teaching Members Responsible for the Course
Prof. Damiano Petrolo
E-mail: damiano.petrolo@uniroma2.it
Availability: Contact via e-mail
The course aims to be a valuable learning experience for you. Your feedback is welcome at any time in the semester. You can easily reach me by e-mail, and I will be glad to set up an appointment. Additionally, if you have a disability that requires special accommodation, please let me know ASAP to be helpful to you.
E-mails, Office Hours & Feedback on Assignments
I endeavour to answer e-mails within one day. If you have not heard from me within that time, please resend the e-mail. Grades and comments will be posted online on the materials section of the course website. I will be happy to give feedback and discuss assignments after grading is complete for a specific assignment. Office hours are scheduled by e-mail request.
Course positioning
The Designing, Implementing and Leading Virtual Teams in an Organisation course is included in the Bachelor of Science in Business Administration & Economics.
Prerequisites for the course
None
Course description and learning objectives
The course covers designing, implementing, and leading virtual teams from both a macro and a micro perspective. Individuals influence team dynamics, particularly when these teams are virtual. Besides, teams often belong to a larger organisation to which they are accountable in terms of behaviour and expected results. It is therefore important to constantly align these expectations and consider the complications of the virtual. Understanding both the macro and micro perspectives and how these two interrelations are essential for understanding virtual teams and their effective design and implementation.
The course's objective is twofold: first, to make the student understand how to design, implement and lead virtual teams in an organisation. Second, to introduce the basic concepts of leadership and teamwork.
Teaching Methods
Lectures are characterised by the transfer of knowledge and the strong interaction within the classroom; analyses of situations, problems, and role-playing facilitate learning participants.
Regular attending students are strongly recommended to participate in all the lectures and all the role-playing preparations and presentations.
The course uses readings, lectures, individual and team assignments, and class discussions to meet its goals. Because each of you brings unique perspectives and experiences to the class, participation in class discussions and activities is essential to your learning and other class members.
Required Textbook, Readings, and Business Cases
Textbook:
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership . Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Other learning sources
Slides and other material will be available on the course website.
THE SLIDES DO NOT REPRESENT A SUPPORT FOR AN EFFECTIVE AND SUCCESSFUL PREPARATION TO THE EXAM OF THE COURSE. THEY REPRESENT ONLY A HELP TO FACILITATE THE TRANSFER OF THE KNOWLEDGE TO STUDENTS DURING THE LECTURES.
Attendance
Because of the concentrated nature of the BAE program, attendance in class is crucial.
NOTE : Attendance at the first class session is strongly suggested. Important information about the course will be shared during the first session, as well as reciprocal expectations. If you know that you will have to be absent for one session, please contact your instructor to ensure that absence from a particular session is acceptable.
Scheduling of lectures
Students are advised to check the course's correct scheduling on the website and register themselves in the course newsletter to access all the related communications.
Exams
The exam is oral, and it includes some questions directly connected to the course textbooks and the readings. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Only students who have booked the exam on the DELPHI System will be allowed to register their grades.
The 1ST exam after the course
The 1st exam after the course has two modes.
1. Regular attending Students: Writing an essay on the dynamics that characterised your experiences in the teams you participated in. The presentation of a team project supplements this essay.
2. Non-attending Students: The exam will be oral and will concern questions directly connected to the course textbooks. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Class Schedule
|
Session |
Topic |
Lecture/Role-Playing |
|
Section I: Introduction to Teams |
||
|
1 |
Course introduction and overview |
Lecture |
|
2 |
Defining Organisations and Teams |
Lecture |
|
3 |
Team Roles and Developmental Phases |
Lecture + Exercise |
|
4 |
Leading Teams |
Lecture |
|
Section II: Introduction to Virtual Teams |
||
|
5 |
Defining Virtual Teams |
Lecture + Exercise |
|
6 |
Defining Smart Leadership |
Lecture |
|
Section III: Designing Virtual Teams |
||
|
7 |
Achieving Outcomes |
Lecture |
|
8 |
Involving Others |
Lecture |
|
9 |
Virtual Collaboration |
Lecture |
|
10 |
First Stage of Role-Playing |
Role-Playing |
|
Section IV: Implementing Virtual Teams |
||
|
11 |
How to Communicate From Distance |
Lecture |
|
12 |
How to Communicate From Distance |
Lecture |
|
13 |
Running Virtual Meetings |
Lecture |
|
14 |
Second Stage of Role-Playing |
Role-Playing |
|
Section V: Leading Virtual Teams |
||
|
15 |
Leading Virtual Teams |
Lecture |
|
16 |
Ourselves |
Lecture |
|
17 |
How to Develop Smart Leaders |
Lecture |
|
18 |
Last Stage of Role-Playing |
Role-Playing |
Updated A.Y. 2021-2022
Designing, Implementing and Leading Virtual Teams in an Organisation
(Prof. Damiano Petrolo)
Teaching Members Responsible for the Course
Prof. Damiano Petrolo
E-mail: damiano.petrolo@uniroma2.it
Availability: Contact via e-mail
The course aims to be a valuable learning experience for you. Your feedback is welcome at any time in the semester. You can easily reach me by e-mail, and I will be glad to set up an appointment. Additionally, if you have a disability that requires special accommodation, please let me know ASAP to be helpful to you.
E-mails, Office Hours & Feedback on Assignments
I endeavour to answer e-mails within one day. If you have not heard from me within that time, please resend the e-mail. Grades and comments will be posted online on the materials section of the course website. I will be happy to give feedback and discuss assignments after grading is complete for a specific assignment. Office hours are scheduled by e-mail request.
Course positioning
The Designing, Implementing and Leading Virtual Teams in an Organisation course is included in the Bachelor of Science in Business Administration & Economics.
Prerequisites for the course
None
Course description and learning objectives
The course covers designing, implementing, and leading virtual teams from both a macro and a micro perspective. Individuals influence team dynamics, particularly when these teams are virtual. Besides, teams often belong to a larger organisation to which they are accountable in terms of behaviour and expected results. It is therefore important to constantly align these expectations and consider the complications of the virtual. Understanding both the macro and micro perspectives and how these two interrelations are essential for understanding virtual teams and their effective design and implementation.
The course's objective is twofold: first, to make the student understand how to design, implement and lead virtual teams in an organisation. Second, to introduce the basic concepts of leadership and teamwork.
Teaching Methods
Lectures are characterised by the transfer of knowledge and the strong interaction within the classroom; analyses of situations, problems, and role-playing facilitate learning participants.
Regular attending students are strongly recommended to participate in all the lectures and all the role-playing preparations and presentations.
The course uses readings, lectures, individual and team assignments, and class discussions to meet its goals. Because each of you brings unique perspectives and experiences to the class, participation in class discussions and activities is essential to your learning and other class members.
Required Textbook, Readings, and Business Cases
Textbook:
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership . Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Other learning sources
Slides and other material will be available under the course web site.
THE SLIDES DO NOT REPRESENT A SUPPORT FOR AN EFFECTIVE AND SUCCESSFUL PREPARATION TO THE EXAM OF THE COURSE. THEY REPRESENT ONLY A HELP TO FACILITATE THE TRANSFER OF THE KNOWLEDGE TO STUDENTS DURING THE LECTURES.
Attendance
Because of the concentrated nature of the BAE program, attendance in class is crucial.
NOTE : Attendance to the first-class session is strongly suggested. Important information about the course will be shared during the first session, as well as reciprocal expectations. If you know that you will have to be absent for one session, please contact your instructor to ensure that absence from a particular session is acceptable.
Scheduling of lectures
Students are advised to check the course's correct scheduling on the website and register themselves in the course newsletter to access all the related communications.
Exams
The Exam is oral, and it includes some questions directly connected to the course textbooks and the readings. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Only students who have booked the Exam on the DELPHI System will be allowed to register their grades.
The 1ST Exam after the course
The 1st Exam after the course after the course has two modes.
1. Regular attending Students: Writing an essay on the dynamics that characterised your experiences in the teams you participated in. The presentation of a team project supplements this essay.
2. Non-attending Students: The exam will be oral and will concern questions directly connected to the course textbooks. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Class Schedule
|
Session |
Topic |
Lecture/Role-Playing |
|
Section I: Introduction to Teams |
||
|
1 |
Course introduction and overview |
Lecture |
|
2 |
Defining Organisations and Teams |
Lecture |
|
3 |
Team Roles and Developmental Phases |
Lecture |
|
4 |
Leading Teams |
Lecture |
|
Section II: Introduction to Virtual Teams |
||
|
5 |
Defining Virtual Teams |
Lecture |
|
6 |
Defining Smart Leadership |
Lecture |
|
Section III: Designing Virtual Teams |
||
|
7 |
Achieving Outcomes |
Lecture |
|
8 |
Involving Others |
Lecture |
|
9 |
Virtual Collaboration |
Lecture |
|
10 |
First Stage of Role-Playing |
Role-Playing |
|
Section IV: Implementing Virtual Teams |
||
|
11 |
How to Communicate From Distance |
Lecture |
|
12 |
How to Communicate From Distance |
Lecture |
|
13 |
Running Virtual Meetings |
Lecture |
|
14 |
Second Stage of Role-Playing |
Role-Playing |
|
Section V: Leading Virtual Teams |
||
|
15 |
Leading Virtual Teams |
Lecture |
|
16 |
Ourselves |
Lecture |
|
17 |
How to Develop Smart Leaders |
Lecture |
|
18 |
Last Stage of Role-Playing |
Role-Playing |
Updated A.Y. 2021-2022
Designing, Implementing and Leading Virtual Teams in an Organisation
(Prof. Damiano Petrolo)
Teaching Members Responsible for the Course
Prof. Damiano Petrolo
E-mail: damiano.petrolo@uniroma2.it
Availability: Contact via e-mail
The course aims to be a valuable learning experience for you. Your feedback is welcome at any time in the semester. You can easily reach me by e-mail, and I will be glad to set up an appointment. Additionally, if you have a disability that requires special accommodation, please let me know ASAP to be helpful to you.
E-mails, Office Hours & Feedback on Assignments
I endeavour to answer e-mails within one day. If you have not heard from me within that time, please resend the e-mail. Grades and comments will be posted online on the materials section of the course website. I will be happy to give feedback and discuss assignments after grading is complete for a specific assignment. Office hours are scheduled by e-mail request.
Course positioning
The Designing, Implementing and Leading Virtual Teams in an Organisation course is included in the Bachelor of Science in Business Administration & Economics.
Prerequisites for the course
None
Course description and learning objectives
The course covers designing, implementing, and leading virtual teams from both a macro and a micro perspective. Individuals influence team dynamics, particularly when these teams are virtual. Besides, teams often belong to a larger organisation to which they are accountable in terms of behaviour and expected results. It is therefore important to constantly align these expectations and consider the complications of the virtual. Understanding both the macro and micro perspectives and how these two interrelations are essential for understanding virtual teams and their effective design and implementation.
The course's objective is twofold: first, to make the student understand how to design, implement and lead virtual teams in an organisation. Second, to introduce the basic concepts of leadership and teamwork.
Teaching Methods
Lectures are characterised by the transfer of knowledge and the strong interaction within the classroom; analyses of situations, problems, and role-playing facilitate learning participants.
Regular attending students are strongly recommended to participate in all the lectures and all the role-playing preparations and presentations.
The course uses readings, lectures, individual and team assignments, and class discussions to meet its goals. Because each of you brings unique perspectives and experiences to the class, participation in class discussions and activities is essential to your learning and other class members.
Required Textbook, Readings, and Business Cases
Textbook:
1. Eikenberry, K., & Turmel, W. (2018). The Long-Distance Leader: Rules for Remarkable Remote Leadership . Berrett-Koehler Publishers.
Readings:
2. The Virtual Manager Collection. U.S., Harvard Business Review Press, 2016.
3. Zander, L., Mockaitis, A. I., & Butler, C. L. (2012). Leading global teams. Journal of World Business, 47(4), 592-603.
Other learning sources
Slides and other material will be available under the course web site.
THE SLIDES DO NOT REPRESENT A SUPPORT FOR AN EFFECTIVE AND SUCCESSFUL PREPARATION TO THE EXAM OF THE COURSE. THEY REPRESENT ONLY A HELP TO FACILITATE THE TRANSFER OF THE KNOWLEDGE TO STUDENTS DURING THE LECTURES.
Attendance
Because of the concentrated nature of the BAE program, attendance in class is crucial.
NOTE : Attendance to the first-class session is strongly suggested. Important information about the course will be shared during the first session, as well as reciprocal expectations. If you know that you will have to be absent for one session, please contact your instructor to ensure that absence from a particular session is acceptable.
Scheduling of lectures
Students are advised to check the course's correct scheduling on the website and register themselves in the course newsletter to access all the related communications.
Exams
The Exam is oral, and it includes some questions directly connected to the course textbooks and the readings. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Only students who have booked the Exam on the DELPHI System will be allowed to register their grades.
The 1ST Exam after the course
The 1st Exam after the course after the course has two modes.
1. Regular attending Students: Writing an essay on the dynamics that characterised your experiences in the teams you participated in. The presentation of a team project supplements this essay.
2. Non-attending Students: The exam will be oral and will concern questions directly connected to the course textbooks. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and focus your attention on some specific theoretical issues.
Class Schedule
|
Session |
Topic |
Lecture/Role-Playing |
|
Section I: Introduction to Teams |
||
|
1 |
Course introduction and overview |
Lecture |
|
2 |
Defining Organisations and Teams |
Lecture |
|
3 |
Team Roles and Developmental Phases |
Lecture |
|
4 |
Leading Teams |
Lecture |
|
Section II: Introduction to Virtual Teams |
||
|
5 |
Defining Virtual Teams |
Lecture |
|
6 |
Defining Smart Leadership |
Lecture |
|
Section III: Designing Virtual Teams |
||
|
7 |
Achieving Outcomes |
Lecture |
|
8 |
Involving Others |
Lecture |
|
9 |
Virtual Collaboration |
Lecture |
|
10 |
First Stage of Role-Playing |
Role-Playing |
|
Section IV: Implementing Virtual Teams |
||
|
11 |
How to Communicate From Distance |
Lecture |
|
12 |
How to Communicate From Distance |
Lecture |
|
13 |
Running Virtual Meetings |
Lecture |
|
14 |
Second Stage of Role-Playing |
Role-Playing |
|
Section V: Leading Virtual Teams |
||
|
15 |
Leading Virtual Teams |
Lecture |
|
16 |
Ourselves |
Lecture |
|
17 |
How to Develop Smart Leaders |
Lecture |
|
18 |
Last Stage of Role-Playing |
Role-Playing |