Interpersonal Relationship at Work

Scholar Year: 2018/2019 - 2S

Courses

Head Teacher Responsability Maria Odete de Almeida Pereira Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes 1 2 Lectures Type Teacher Classes Hours Theoretical Totals 1 1,00 Manuela Alves   1,00 Practices Totals 2 4,00 Manuela Alves   2,00 Rui Loureiro   2,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

• Understand personal traits that determine interpersonal relationships.
• Know and deal with perception of others phenomena, particularly in terms of their distortions.
• Develop skills of reflection and self-knowledge.
• Learn about emotional intelligence competencies and promote its development.
• Know and identify different facilitator's types of strategies on interpersonal communication.
• Control conflicts, in a constructive manner, looking for areas of agreement.

Syllabus

1. INTERPERSONAL RELATIONSHIPS AT WORK
1.1 Factors affecting interpersonal relationships
1.2 Relationship and interpersonal styles affecting effectiveness

2. OTHERS PERCEPTION
2.1 Social perception
2.2 Perceptive distorsions

3. EMOTIONAL INTELLIGENCE
3.1 Concept of Emotional Intelligence
3.2 Emotional Intelligence Skills
3.3 Practical Implications

4. COMMUNICATION AND INTERPERSONAL ASSERTIVENESS
4.1 Characteristics of Communication
4.1.1 The verbal and nonverbal
4.1.2 Barriers to communication
4.2 Communication Styles: Assertiveness, Passivity, Aggression and Manipulation
4.2.1 Facilitate attitudes of communication

5. CONFLICT MANAGEMENT
1.5 Conflict characterization
5.2 Conflict genesis
5.3 The resolution of conflicts

Demonstration of the syllabus coherence with the UC intended learning outcomes

The course contents were established according to the set of objectives and competencies targeted. It supposes identifying variables that influence the patterns of interpersonal relationships, which include the perception of others and their distortion, management of emotions, communication processes and barriers to its effectiveness, as well as strategies to deal with conflict, in order to promote positive interpersonal relationships within the work context.

Teaching methodologies

Theoretical lessons use a combination of expositive and interrogative methods, based on a set of materials that form the basis for practice.
Practical classes use a combination of exercises and case studies that illustrate theoretical approaches and questionnaires aimed to develop the student’s self-knowledge on the issues under review, as well as their development of attitudes and behaviours appropriate to the learning objectives.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Teaching methodologies are consistent with curricular unit goals given that they were selected to ensure such adjustment. Indeed, the use of expository and interrogative methods of theoretical content are connected with the framework of practical lessons, namely, the achievement of questionnaires geared towards each student self-knowledge (within studied variables) increased by dramatisations and resolution of practical cases about contents under analysis. Results have shown correspondence with predetermined learning outcomes.
The assessment system was designed to measure the extent to which, these goals were achieved.

Assessment methodologies and evidences

CONTINUOUS ASSESSMENT
Knowledge assessment consists of:
• A written test (50%), to be held in theoretical classes.
• Individual written work (40%), to be done in practical class.
• Participation in theoretical and practical classes (10%)
Final score = 0.50 test + 0.40 individual work + 0.10 participation.
The individual written work will have a case study format.
In order student obtain proficiency they must complete successfully two evaluations (written test and Individual written work).

FINAL ASSESSMENT, considers three moments:

NORMAL
Intended for students who did not choose continuous assessment.
Evaluation consists of an individual written test (100%).

RESOURCE
Intended for students who did not succeed in normal period or continuous evaluation.
Evaluation consists of an individual written test (100%).

SPECIAL
Intended for special cases, according to regulations.
Evaluation consists of an individual written test (100%).

Bibliography

Back, K. e Back, K. (1996). Assertiveness at Work, 3ª edição, Maidenhead, MacGraw-Hill
Cunha, P.N.; Rego, A.; Cunha, R.C. e Cabral-Cardoso, C. (2003), Manual de Comportamento Organizacional e Gestão, Lisboa, RH Editora.
Goleman, D. (2002), Inteligência Emocional, Lisboa: Temas e Debates.
Guirdham, M. (2002). Interactive Behaviour at work, 3ª edição, Harlow, Prentice Hall
Nelson, D. e Quick, J. (2000). Organizational Behavior: Foundations, Realities and Challenges, 3ª edição, South-Western College Publishing
Schermerhorn, J. R., Hunt, J. G. e Osborn, R. N. (2005). Managing organizational behaviour, 9th ed. New York, John Wiley & Sons.