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Interpersonal Relations and Group Management
Scholar Year: 2023/2024 - 2S
| Code: |
LGP10002 |
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Acronym: |
RIGG |
| Scientific Fields: |
Ciências Sociais |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LGP |
20 |
Study Plan |
1º |
5,0 |
60 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
This curricular unit aims to develop fundamental skills that lie ahead as essential to the professional areas sports as the analysis of forms of being, behaving and communicating with regard to the relationship with you and the other the identification and management of basic phenomena in the dynamics of interpersonal relationships and group or promoting a collaborative work environment.
Skills:
- Examine ways of being and behaving, as regards the relationship with yourself and others
- Recognize the dynamics involved in the emergence and development of groups
- Identify and manage basic phenomena of the internal dynamics of a group
- Communicate and interact with others, promoting collaborative work environment
- Research and analize information and reflect critically mobilizing theoretical elements in conjunction with practical issues.
Syllabus
1.The importance of communication in interpersonal relationships
The communication process: the concept and characteristics
Verbal and non-verbal language
Effectiveness in communication
2. Key elements in interpersonal relationships
- The perception of the self:
Importance of early relationships
Self-concept – the key to communication
- The perception of others:
Impression formation and categorization processes
The importance of first impressions
Factors that contribute to the formation of impressions – the order effect, the halo effect
attitudes, impressions, stereotypes
prejudice, discrimination
3 The relationship between individuals and/or groups: condescension, normalization, obedience, conformity, innovation
4. Interpersonal conflicts
- The nature of the conflict
- Personal style in conflicts:
Aggressive behavior
Passive behavior
Manipulative behavior
Assertive behavior
- Different conflict resolution models
5. The Groups:
- Group concept
- Development and maintenance of groups;
- key questions for group management.
6. Improve your interpersonal communication style
- Positive or negative communication
- React in a non-defensive way to criticism
- Knowing how to listen
7. Open themes. Deepening the topics covered or including new topics proposed by students.
Demonstration of the syllabus coherence with the UC intended learning outcomes
This Course aims to develop fundamental skills that lie ahead as essential to the professional areas in question as being: an analysis of ways of being, behaving and communicating with regard to the relationship with you and the other, identification and management of basic phenomena in the dynamics of interpersonal relationships and group or promoting a collaborative work environment, this perspective these are the core syllabus.
The work of the future graduates in the sports fields will be framed in dynamics of interpersonal relationships and group so that the knowledge and mastery of theoretical principles, knowledge and techniques for managing people and groups appears to be essential.
Teaching methodologies
The work will take place primarily in the context of theoretical and practical sessions
Strategies for self-learning are promoted to encourage the search capabilities of scientific, analytical and critical thinking
In the sessions that the lecture method is predominantly used, are inserted one or more moments of discussion of key issues in large groups, film or practical elements to facilitate the integration of theoretical concepts exposed in everyday reality and / or professional
Assessment:
a) the preparation of a written essay on one of the themes addressed in the UC
b) the dynamics of a presentation-oriented elements of the theory developed in written work and its articulation with the practical component
c) the performance of individual reflection written about one of the topics taught in class, with consultation and character face
d) the participation of students in classes and activities proposed.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
Overall, the objectives, expected learning outcomes, following the completion of the course are:
a) ownership and use of different concepts and relevant related issues developed at UC;
b) the field of theoretical principles, knowledge and techniques allowing autonomy in its application;
c) contextualization of learning proposed by the UC course and performance of the professional role;
d) selection and organization of information from different types of media text production of dimensions and variables indicating issues critical analysis and reflection;
e) the public presentation of work.
To achieve these objectives, in addition to the strategies and methodologies are enhanced above the following strategies:
The accompanying tutorial to support, mentor and advise students in their learning, tutorial activity can be developed either during classes or in special sessions designed for that purpose, as well as through special sessions for monitoring presence and / or remotely, depending on the specific needs felt.
Active participation and interest by students, essential to the progress of learning and success in the ratings, which shall include: class participation, achievement-oriented research, carry out the work proposed by the teacher, participation in extra-curricular activities potentiate the knowledge acquired through classes and study.
Assessment methodologies and evidences
There are two types of assessment in the UC: the continuous assessment regime and the summative assessment.
Students must choose between the Continuous Assessment and Final Exam modalities. If you choose Continuous Assessment, the student will have to carry out:
An individual reflection on the learning carried out at the UC (40%).
Group report (30%).
Presentation of a point from the program using the UC bibliography and facilitating a session (30%).
As an alternative to the Continuous Assessment, the student may opt for the Final Exam, to be taken at the time scheduled for that purpose.
Attendance system
Students who wish to be assessed according to the continuous assessment regime (with the exception of student workers) must attend at least 75% of classes.
Bibliography
Boyd, E., Green, A., Hopfenbeck, T. N., & Stobart, G. (2019). Effective feedback: The key to successful assessment for learning. Oxford University Press. Disponível em https://elt.oup.com/feature/global/expert/assessment-for-learning?cc=pt&selLanguage=pt
Caetano, A. (1993). A formação de impressões. In J. Vala & M. B. Monteiro (Coord.), Psicologia social (pp. 89-111). Fundação Calouste Gulbenkian.
Curral, L., & Chambel, M. J. (2001). Processos de comunicação nas organizações. In J. M. Carvalho Ferreira, J. Neves & A. Caetano (Coord.), Manual de psicossociologia das organizações (pp. 357-377). McGraw-Hill.
Fachada, M. O. (2018). Psicologia das relações interpessoais. Edições Sílabo.
Fachada, M. O. (2014). Liderança: A prática da liderança. A liderança na prática. Edições Sílabo.
Golovanova, I. (2018). O poder dos seus gestos. Porto Editora.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Herédia, R. A. S. (2000). Resolución del conflicto. Ediciones Mensajero.
Maldonado, M. T. (2010). O bom conflito. Guerra e Paz.
Monteiro, A. P., & Cunha, P. (2016). Processos de grupo – Um manual para estudantes e profissionais. Fundação Manuel Leão.
Rosenberg, M. B. (2021). Comunicação não-violenta: O segredo para comunicar com sucesso. Alma dos livros.
Wiggins, G. (2012). Feedback for learning: Seven keys to effective feedback. Educational Leadership, 70(1), 10-16.
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