MANAGEMENT

SKILLS
TEACHING GUIDE
[2023-2024]
2023-24
GENERAL DETAILS

Name: Management Skills

Code: 801503
Academic Year: 2023-24
Degree: MUADE
No. of credits (ECTS): 5
Requirements: No previous requirements
Location in the curriculum: 1st quarter
Last revision date: Octuber 2023
Lecturer in Charge: Prof. Luis A. García Giralt

GENERAL DESCRIPTION

The responsibility of the management is much broader than the development of the
competences that allow the logistic of certain company objectives. Before that, there must
be integration of the ultimate intention of the executive position, as well as what is expected
from its performance and, consequently, of the person who holds it. This implies, on the
one hand, the creation of a set of beliefs, values and styles that are aligned with those of
the organization, to develop their own model of management that facilitates the training
and development of teams; and, on the other hand, the development of aptitudes, within
the scope of skills, that enable a better management of the people under their charge, in
order to achieve an optimal performance in the accomplishment of objectives.

Executive positions have two attributes that define them:

1. Singularity of the position: Each executive position has its own idiosyncrasy, being
determined by the assigned responsibilities and the person who holds it.
2. Complexity: Executive positions cannot be limited to the performance of functions
and tasks, but to the deployment of roles and responsibilities associated with the
position.

To provide the necessary skills to form a profile of leadership in its entirety, the
Management Skills Program has been designed. The course is divided into three main
sections:

a) Foundations and analysis of human behaviour.

b) Concepts and characteristics of teamwork and leadership.
c) Techniques for the exercise of leadership competencies.

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 OBJECTIVES

In this course, the fundamentals of the role of a manager will be analysed, equipping him
with the knowledge and skills necessary to carry out the function correctly. Leadership and
management tools for delivering satisfactory results will be explored. The meanings and
criteria of management will be explored, as well as the appropriate treatment of emotions,
the promotion of professional autonomy of the team and the optimization of interpersonal
communication.

More specifically, upon completion of this course, the student will be able to:

• Identify the dimensions of the managerial role and understand the keys to
successful people management.
• Know the main management skills to fully develop the managerial role.
• Differentiate the tools and techniques of management and leadership for the
exercise of the management function and the development of people and work
teams.
• Know the directors' responsibilities, with special emphasis on the meanings and
success criteria as the basis of management models.
• Examine the management of emotions in the workplace.
• Develop the ability to foster professional autonomy.
• Review interpersonal communication capabilities.

CONTENTS

UNIT 1: FOUNDATIONS AND ANALYSIS OF HUMAN BEHAVIOUR

Learning Outcomes

After studying the topic and performing the exercises, the student will be able to:

• Identify and analyse the different aspects that shape people's behaviour in the
workplace of organizations.
• Differentiate and compare the different theories of motivation and their suitability
in the work context.
• Determine the most suitable techniques for the development and maintenance of
motivation.

Content

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 1.1. Performance, behaviour and motivation.
1.2. Person's needs and behaviour.
1.2.1. Plane of consciousness.
1.2.2. Plane of rationality.
1.2.3. Components of behaviour motivation.
1.3. Values, attitudes and behaviour.
1.4. Work orientation, responsibility and participative management systems.
1.5. Theories on motivation:
1.5.1. Maslow and Herzberg's hierarchies of needs.
1.5.2. McClelland's theory of three dominant needs.
1.5.3. Deci & Ryan Self-Determination Theory.
1.5.4. Skinner's theory of operant conditioning.
1.5.5. Locke's theory of goal setting.
1.5.6. Dichter's theory of consumer motivation.
1.5.7. Lewin's Field Theory.
1.5.8. Festinger's Theory of Cognitive Dissonance.
1.6. Motivational techniques.

UNIT 2: CONCEPTS AND CHARACTERISTICS OF TEAMWORK AND

LEADERSHIP

Learning Outcomes

After studying the topic and performing the exercises, the student will be able to:

• Differentiate the different stages of development that any team goes through.
• Establish the main guidelines of the process oriented to lead teams.
• Decide the most appropriate strategies to foster and consolidate the leadership of
teams.

Content

2.1. The concept of teamwork and high performance.

2.1.1. Team vs. Group.
2.1.2. Types of teams.
2.1.3. Stages in the life of a team (Katzenbach & Smith; Tuckman).
2.1.4. High Performance Teams (Drexler & Sibbet)
2.1.5. Teamwork as a process.

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 2.1.6. Belbin’s roles and self-evaluation.
2.2. Diagnosis of the team’s performance level.
2.2.1. The five dysfunctions of a team (Lencioni).
2.2.2. How to work on the dysfunctions.
2.2.3. Self-assessment.
2.3. Stages of the evolution of teams (Tuckman):
2.3.1. Forming.
2.3.2. Norming.
2.3.3. Storming.
2.3.4. Performing.
2.3.5 Adjourning.
2.4. New vision of the executive role.
2.4.1. The dimensions of leadership.
2.4.2. Historical evolution of the concept of leadership.
2.4.3. Transformational leadership (Bass)
2.5. Self-leadership.
2.5.1. Personal development as a leader.
2.5.2. Among leaders and teams: tasks, bonds, tactics.
2.6. Teambuilding: Team leadership.
2.6.1. What the team expects from the leader.
2.6.2. Leading styles.
2.6.3. Team and members maturity.
2.6.4. Situational leadership.

UNIT 3: TECHNIQUES FOR THE EXERCISE OF LEADERSHIP

COMPETENCIES

Learning Outcomes

After studying the topic and performing the exercises, the student will be able to:

• Value the interrelationship between the availability of objectives, the management

of teams and the obtaining of the pursued business results.
• Design, apply, manage and evaluate a system of objective-oriented management.
• Identify the main characteristics of the leader’s direction and management.
• Establish the procedure for an optimal conflict management and negotiation.
• Combine the techniques and strategies that enable an optimal interpersonal
communication between leaders and their teams.

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Content
3.1. Management by objectives (M.B.O):
3.1.1. Concepts of efficiency, efficiency and competitiveness.
3.1.2 Context in which the M.B.O takes place.
3.1.3. M.B.O, a methodology.
3.1.4. Define and articulate objectives.
3.1.5. Evaluate scope: the Balanced Scorecard.
3.2. Meeting direction.
3.2.1. The importance of meetings.
3.2.2. Values and behaviours.
3.2.3. Meeting deployment.
3.3. Time management and decision making.
3.3.1. Planning.
3.3.1.1. Objectives and priorities.
3.3.1.2. Cronos vs. Kairos.
3.3.1.3 The Eisenhower Matrix.
3.3.2. Execution.
3.3.2.1. Time thieves.
3.3.2.2. Organising systems.
3.3.3. Decision making process.
3.3.3.1. Types of problems.
3.3.3.2. Analysis and diagnosis.
3.3.3.3. Decision making.
3.3.4. Follow-up and action plan.
3.4. Conflict management and negotiation.
3.4.1. Analysis of the nature of the conflict.
3.4.1.1. The starting point: origin of the conflict.
3.4.1.2. Ways of dealing with the conflict.
3.4.1.3. The Thomas-Killman model.
3.4.2. Negotiation as a response to conflict.
3.4.2.1. Basic negotiation styles and strategies.
3.4.2.2. Positional negotiation vs. mutual benefit negotiation.
3.4.2.3. Competition vs. Collaboration.
3.4.2.4. Sell or negotiate? Are we ready to start negotiating?
3.4.2.5. Interests and positions. Do we know the needs of the other
part?
3.4.3. The negotiation process.
3.4.3.1. Preparation as the key to success.
3.4.3.1.1. Clear objectives.

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 3.4.3.1.2. Obtaining key information.
3.4.3.1.3. BATNA (best alternative to a negotiated agreement).
3.4.3.1.4. Red lines.
3.4.3.2. The debate.
3.4.3.2.1. Knowing how to expose and how to listen.
3.4.3.2.2. Listening to understand.
3.4.3.2.3. The use of time-out.
3.4.3.2.4. Facts and opinions.
3.4.3.3. The negotiation.
3.4.3.3.1. Rigidity vs. Flexibility.
3.4.3.3.2. Giveaways.
3.4.3.3.3. Exchanges.
3.4.3.3.4. Redirecting complicated situations.
3.4.3.4. Closing and implementation.
3.5. Interpersonal communication and assertiveness.
3.5.1. Difference between information transmission and communication.
3.5.2. Formal and informal structure of organizational communication.
3.5.3. Interpersonal communication: profile of the interlocutor.
3.5.4. Active listening.
3.5.5. Verbal communication and its techniques.
3.5.6. Non-verbal communication and its techniques.
3.5.7. Argumentative techniques to avoid conflict.
3.5.8. Assertiveness.
3.6. Public presentations for executives.
3.6.1. Preparation and planning: the background.
3.6.1.1. The 6 Ws of communication applied to presentations.
3.6.1.2. Collection of information.
3.6.1.3. Map of ideas and selection.
3.6.2. Techniques and resources for presentation design.
3.6.2.1. Presentation structure.
3.6.2.2. Development of key ideas.
3.6.2.3. How to capture attention.
3.6.3. Use of nonverbal communication (the form).
3.6.3.1 Body language.
3.6.3.2. Voice.
3.6.3.3. Some presentation tricks.
3.6.3.4. Methods and systems for public presentations.

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 LEARNING AND TEACHING METHODOLOGY

It is based on participatory lecture classes complemented by reading in advance on various

topics. With the in-class activities and homework, it is expected to reinforce the concepts
and procedures that have been presented in class.

The main activities that will be carried out are:

- Problem solving, participation in debates, and case resolution.
- Practical class for the resolution, with the participation of students, of practical cases
and/or exercises related to the content of the subject.
- Group/cooperative work with the presence of the professor.

ASSESSMENT

According to the Bologna Plan, the model rewards constant and continuous effort by
students. 40% of the grade is obtained from continuous assessment of guided activities,
and the remaining 60% is from the final in-person exam.

The final grade for the subject (NF) will be calculated using the following formula:
- NF = Final Exam Grade x 40% + Continuous Assessment Grade x 60%
- The minimum grade on the final exam to calculate the NF is 40 out of 100.
- The subject is passed with an NF equal to or higher than 50 out of 100.

% Continuous
Activity Description
assessment
Deliverables: 20%
Working in teams Case study 20%
Test: 40%
Mid-term Chapter 1 16,6%
Mid-term Chapter 1 16,6%
Mid-term Chapter 2 16,7%
Mid-term Chapter 2 16,7%
Mid-term Chapter 3 16,7%
Mid-term Chapter 3 16,7%
Final written exam 40%
Final written exam 100%

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 BIBLIOGRAPHY

6.1 BASIC BIBLIOGRAPHY

• Kotler, P y Armstrong, G. (2018). Fundamentos de Marketing. (17ª. Edición). Editorial

Pearson.

• Lindstrom, M. (2015). Buyology. (2 ª edición). Gestión 2000.

• Manzano, R. (2014). Marketing sensorial. Editorial Prentice Hall.

• Monferrer, D. (2013). Fundamentos de Marketing. Colección Sapientia.

• Santesmases Mestre, M. (2018). Fundamentos de Marketing. Editorial Pirámide.

ISBN 978-84-368-4005-6.

• Underhill, P. (1999). Por qué compramos. Gestión 2000.

• Katzenbach, J. R., & Smith, D. K. (2015). The wisdom of teams. Harvard Business

Review Press.

• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs

and the self-determination of behavior. Psychological Inquiry, 11, 227-268.

• Herzberg. F. I., & Hamlin, R. M. (1961). A motivation-hygiene concept of mental

health. Mental Hygiene, 45, 394-401.

6.2 COMPLEMENTARY BIBLIOGRAPHY

• Doerr, J. (2018). Measure what matters. Portfolio Penguin.

• Bass, B.M., & Riggio, R.E. (2005). Transformational Leadership (2nd ed.). Psychology

Press.

• Drexler, A.B., Sibbet, D. & Forrester, R.H. (1988) The team performance model. In: Team
Building: Blueprints for Productivity and Satisfaction. Reddy, W.B. & Jamison, K. (eds),
NTL Institute for Applied Behavioral Science, Alexandria, VA.

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