06211218 - Team Management & Leadership
| Niveau de diplôme | |
|---|---|
| Crédits ECTS | 3 |
| Volume horaire total | 2E+1 |
| Volume horaire CM | 20 |
Responsables
Objectifs
Organizations today operate in environments of growing complexity, rapid change, and cultural diversity. The ability to build, lead, and sustain high-performing teams has become one of the most critical competencies for managers at all levels. This course provides Master's students in management with a rigorous and practice-oriented understanding of team dynamics and leadership — two domains that are deeply interdependent and increasingly studied together in organizational research. Drawing on both foundational theories and cutting-edge research, the course examines how teams form, function, and sometimes fail; how leadership shapes collective identity and performance; and how the changing nature of work — including remote collaboration, platform-based organizing, and algorithmic management — reconfigures what it means to lead and to belong to a team. Students will engage with empirical research, case studies from diverse sectors (including creative industries, healthcare, and tech), and reflective practice tools.
By the end of the course, students will be equipped not only to analyze team and leadership situations with theoretical depth, but also to act as thoughtful, adaptive, and ethically grounded leaders in their professional contexts.
TARGETED COMPETENCIES AND LEARNING OUTCOMES
Upon successful completion of this course, students will be able to:
Knowledge & Understanding
• Explain the major theoretical frameworks on team dynamics, group development, and collective performance
• Describe the principal leadership theories — from trait and style approaches to transformational, servant, and distributed leadership — and discuss their empirical foundations.
• Identify the structural, relational, and contextual factors that enable or hinder team effectiveness in contemporary organizations.
Skills & Application
• Diagnose team dysfunctions and leadership challenges using appropriate analytical frameworks.
• Facilitate productive team discussions and provide structured feedback using evidence-based methods.
Attitudes & Professional Development
• Develop self-awareness regarding one's own leadership style, biases, and blind spots through reflective practice.
• Engage critically with dominant leadership narratives and question taken-for-granted assumptions about authority, heroism, and individual performance.
By the end of the course, students will be equipped not only to analyze team and leadership situations with theoretical depth, but also to act as thoughtful, adaptive, and ethically grounded leaders in their professional contexts.
TARGETED COMPETENCIES AND LEARNING OUTCOMES
Upon successful completion of this course, students will be able to:
Knowledge & Understanding
• Explain the major theoretical frameworks on team dynamics, group development, and collective performance
• Describe the principal leadership theories — from trait and style approaches to transformational, servant, and distributed leadership — and discuss their empirical foundations.
• Identify the structural, relational, and contextual factors that enable or hinder team effectiveness in contemporary organizations.
Skills & Application
• Diagnose team dysfunctions and leadership challenges using appropriate analytical frameworks.
• Facilitate productive team discussions and provide structured feedback using evidence-based methods.
Attitudes & Professional Development
• Develop self-awareness regarding one's own leadership style, biases, and blind spots through reflective practice.
• Engage critically with dominant leadership narratives and question taken-for-granted assumptions about authority, heroism, and individual performance.
Contenu
COURSE OUTLINE
The course is organized around four thematic modules across 6-7 sessions of 2-3 hours each.
1. Foundations and Great Man Approach (Bennis)
2. Behavioural leadership theories (Likert, Argyris, Tannenbaum and Schmidt, Blake and Mouton,House)
3. Contingency appropach (Mintzberg, Fiedler, Beckhard, Hersey and Blanchard)
4. New modern approaches (charisma, servant, transactional, shared)
The course is organized around four thematic modules across 6-7 sessions of 2-3 hours each.
1. Foundations and Great Man Approach (Bennis)
2. Behavioural leadership theories (Likert, Argyris, Tannenbaum and Schmidt, Blake and Mouton,House)
3. Contingency appropach (Mintzberg, Fiedler, Beckhard, Hersey and Blanchard)
4. New modern approaches (charisma, servant, transactional, shared)
Bibliographie
Main references
• Pearce, C. L., & Conger, J. A. (2003). In Pearce C. L., Conger J. A.(Eds.), Shared leadership: Reframing the hows and whys of leadership (1;1st; ed.). Sage Publications.
• Avery, G., Bell, A., Hilb, M., & Witte, A. E. (2004;2011;2012;). Understanding leadership: Paradigms and cases (1st ed.). SAGE.
• Manning, T., & Robertson, B. (2022). Leadership : A critical review and guide. Ethics International Press Limited.
Other references about the topic
• Edith Luc, Le leadership partagé (2004)
• Robert Greenleaf, The servant as leader (1970)
• Burns, Leadership (1978)
• Daniel Goleman, Emotional intelligence (1995)
• Bernstein, A. (2025). A Counterintuitive Approach to Leadership. Harvard Business Review, 103(6), 16.
• Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review, 78(2),78–90.
• Ignatius, A. (2025). “Speed Is a Leadership Decision.” Harvard Business Review,103(4), 36–42.
• Ibarra, H., Hildebrand, C. A., & Vinck, S. (2023). The Leadership Odyssey. Harvard Business Review, 101(3), 102–110.
• Friedler, A theory of Leadership Effectiveness (1967)
• Paul Hersey and Ken Blanchard, The situational leader (1985)
• Saint-Michel, S.-E. (2023). Théories du leadership. La Découverte.
• Pearce, C. L., & Conger, J. A. (2003). In Pearce C. L., Conger J. A.(Eds.), Shared leadership: Reframing the hows and whys of leadership (1;1st; ed.). Sage Publications.
• Avery, G., Bell, A., Hilb, M., & Witte, A. E. (2004;2011;2012;). Understanding leadership: Paradigms and cases (1st ed.). SAGE.
• Manning, T., & Robertson, B. (2022). Leadership : A critical review and guide. Ethics International Press Limited.
Other references about the topic
• Edith Luc, Le leadership partagé (2004)
• Robert Greenleaf, The servant as leader (1970)
• Burns, Leadership (1978)
• Daniel Goleman, Emotional intelligence (1995)
• Bernstein, A. (2025). A Counterintuitive Approach to Leadership. Harvard Business Review, 103(6), 16.
• Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review, 78(2),78–90.
• Ignatius, A. (2025). “Speed Is a Leadership Decision.” Harvard Business Review,103(4), 36–42.
• Ibarra, H., Hildebrand, C. A., & Vinck, S. (2023). The Leadership Odyssey. Harvard Business Review, 101(3), 102–110.
• Friedler, A theory of Leadership Effectiveness (1967)
• Paul Hersey and Ken Blanchard, The situational leader (1985)
• Saint-Michel, S.-E. (2023). Théories du leadership. La Découverte.
Contrôles des connaissances
Final Written Exam
2-hour closed-book exam. Combination of conceptual essay questions (testing theoretical understanding) and a short case-based question (testing analytical application). Covers all sessions.
Other grade
Team Case Analysis (group, 4–5 students)
Groups analyze a real organizational situation involving team failure or transformation. Written presentation + 20-minute oral presentation with Q&A. Graded on quality of diagnosis, theoretical mobilization, feasibility of recommendations, and quality of delivery.
Weight: 50% / 50%
2-hour closed-book exam. Combination of conceptual essay questions (testing theoretical understanding) and a short case-based question (testing analytical application). Covers all sessions.
Other grade
Team Case Analysis (group, 4–5 students)
Groups analyze a real organizational situation involving team failure or transformation. Written presentation + 20-minute oral presentation with Q&A. Graded on quality of diagnosis, theoretical mobilization, feasibility of recommendations, and quality of delivery.
Weight: 50% / 50%
Informations complémentaires
PEDAGOGICAL APPROACH AND LEARNING
This course adopts an active and experiential learning philosophy. Rather than treating leadership and team management as bodies of knowledge to be passively received, students are expected to engage as reflective practitioners who test ideas against experience and bring their own observations to the classroom.
Session structure
Each 3-hour session is typically organized as follows:
• Conceptual input (45–60 min): Lecture or structured discussion introducing core theoretical frameworks.
• Case or article discussion (45–60 min): Small-group and plenary analysis of assigned readings or case material. Students are expected to have prepared in advance.
• Experiential exercise (45–60 min): Role plays, simulations, team challenges, or reflective activities designed to make concepts tangible.
• Synthesis & take-aways (15–20 min): Collective debriefing and connection to upcoming sessions.
Teaching Methods
• Discussion: Students are regularly called upon to defend, challenge, and develop ideas in dialogue with peers and the instructor.
• Case-based learning: Cases drawn from a variety of sectors (creative industries, healthcare, tech start-ups, public organizations) ensure theoretical concepts are applied to diverse real world contexts.
• Peer learning: Team assignments are designed so that students learn from each other's disciplinary and cultural backgrounds.
• Reflective practice: The simulation debrief encourage engagement with leadership experience.
• Guest practitioners: At least two sessions will include a practitioner guest for applied dialogue.
Skills requirements
Online usefull resources :
• TED Talk about leadership : https://www.ted.com/topics/leadership
• Harvard Business Review about leadership : https://hbr.org/topic/subject/leadership
This course adopts an active and experiential learning philosophy. Rather than treating leadership and team management as bodies of knowledge to be passively received, students are expected to engage as reflective practitioners who test ideas against experience and bring their own observations to the classroom.
Session structure
Each 3-hour session is typically organized as follows:
• Conceptual input (45–60 min): Lecture or structured discussion introducing core theoretical frameworks.
• Case or article discussion (45–60 min): Small-group and plenary analysis of assigned readings or case material. Students are expected to have prepared in advance.
• Experiential exercise (45–60 min): Role plays, simulations, team challenges, or reflective activities designed to make concepts tangible.
• Synthesis & take-aways (15–20 min): Collective debriefing and connection to upcoming sessions.
Teaching Methods
• Discussion: Students are regularly called upon to defend, challenge, and develop ideas in dialogue with peers and the instructor.
• Case-based learning: Cases drawn from a variety of sectors (creative industries, healthcare, tech start-ups, public organizations) ensure theoretical concepts are applied to diverse real world contexts.
• Peer learning: Team assignments are designed so that students learn from each other's disciplinary and cultural backgrounds.
• Reflective practice: The simulation debrief encourage engagement with leadership experience.
• Guest practitioners: At least two sessions will include a practitioner guest for applied dialogue.
Skills requirements
Online usefull resources :
• TED Talk about leadership : https://www.ted.com/topics/leadership
• Harvard Business Review about leadership : https://hbr.org/topic/subject/leadership