The current work environment requires not only technical skills but also so-called soft skills, which are essential not only to facilitate entry into the job market but also to support continuous professional growth. Soft skills include abilities such as teamwork, effective communication, and adaptability to complex challenges in increasingly globalized and multicultural workplaces. The course aims to provide theoretical understanding and practical tools to highlight the importance of developing soft skills and applying them effectively. The teaching methodology will be interactive and workshop-based, requiring active participation from students. Regular attendance is strongly recommended, as the course relies on interactive activities and in-class discussions.

Knowledge and Understanding The course will provide conceptual and practical tools to operate effectively in complex, global, and highly uncertain environments. Additionally, it will offer in-depth knowledge and practical instruments to understand and navigate organizational contexts, enhancing students' operational capabilities. Ability to Apply Knowledge and Understanding By the end of the course, students will be able to: - Apply theories related to soft skills and their development; - Analyze the reasons and importance of developing both technical and transversal skills to adapt and compete in an increasingly complex and challenging work environment. Independent Judgment Throughout the course, students will be encouraged to critically reflect on when, how, and why to use key skills, such as teamwork and the ability to communicate effectively, both in oral presentations and in written form. Communication Skills Students will acquire essential skills for effectively communicating ideas, proposals, and analyses in various organizational contexts, improving the clarity and impact of their expression. Learning Skills The course will provide tools to develop and implement soft skills, enabling students to face challenges and changes in their professional growth within organizations.

The course examines soft skills as a complement to technical skills, essential for excelling in an increasingly dynamic and complex work environment. Following an introduction to the concept of soft skills and key theoretical frameworks, such as emotional intelligence, the course focuses on two core competencies: communication and teamwork. Each competency is first explored from a theoretical perspective, followed by practical sessions where students are tasked with applying the concepts learned, through both individual assignments and group activities. This integrated approach aims to foster a deep understanding and practical application of soft skills in professional contexts.

Goleman, D. & Gallo, A. 2024. HBR's 10 Must Reads on Strengthening Your Soft Skills. Harvard Business Review Press. Important Note: All texts and readings, including slides, will be uploaded to the platform Learn.

During the course, the following teaching methods will be adopted: • Lectures • Group work and simulations • Videos and case study analysis N.B. Simulations and case studies must be purchased in advance using the link provided in the syllabus. Students should select the “degree-granting course” fee. For any questions, please contact the instructor at ebruni@luiss.it. The course will be characterized by a highly interactive, practice-oriented, and integrated approach that combines lectures with simulations and interactive activities, encouraging active and mindful student participation. These sessions will not only allow students to demonstrate their ability to apply the theories learned in class, but will also provide opportunities to develop and practice transferable skills such as collaboration, effective communication, and problem solving.

The assessment consists of: 1) In-class presentation: • The aim of the presentation is to assess the ability to apply the knowledge and skills acquired during the lab. • The presentation accounts for one-third of the final grade: o The content and specific dates of the project presentations will be explained by the instructor at the beginning of the course. o If a student does not pass the final exam (grade < 18/30), they will also lose the score obtained in the lab activities. o To avoid losing this evaluation, the student may withdraw from the final exam. 2) Final exam: written test • The aim of the written test is to allow students to demonstrate that they have acquired the core theoretical knowledge of the course and can apply it to practical cases, showing critical thinking and autonomy. • The written test accounts for two-thirds of the final grade. • For students who attended the lab and received a positive evaluation for the presentation, the exam will last 60 minutes and will consist of: o one case to be analyzed o a set of multiple-choice and open-ended questions • For students who did not receive a sufficient evaluation for the presentation, or who obtained “non-compliant” status, additional study materials will be required. In this case, the written test will last 90 minutes and will include a higher number of questions. • The written test may be administered in paper-based, electronic format, or with the support of AI tools. The format will be communicated by the instructor and published on MyLuiss at the beginning of the course. • The instructor may request an oral discussion of the exam if further clarification is needed for individual assessment. • An excellent project performance combined with a fully correct written test may lead to the award of 30/30 with honors. Students with “non-compliant” status will be examined on all required readings listed in the syllabus, as well as on the following additional materials: • Boyatzis, R.E., et al. 2017. Emotional and Social Intelligence Competencies of Incident Team Commanders Fighting Wildfires. The Journal of Applied Behavioral Science, Vol. 53(4) 498–516. • Boyatzis, R.E., et al. 2019. Emotional and social intelligence competencies and the intentional change process. Cognitive Readiness in Project Teams. Productivity Press, 147-169. • Goleman, D. Working with Emotional Intelligence. 1998. “People Skills” Chapter 3 pp. 2345-4218. Bloomsbury. • LeStage, G., Dehanas, S.N., & Gerend, P. 2024. Teamwork at the Top. Harvard Business Review. • Sytch, M. & Kim, Y.H. 2020. Want to win someone over? Talk like they do. Harvard Business Review • Succi, C., & Magali, C. 2020. Soft skills to enhance graduate employability: comparing students and employers’ perceptions. Studies in higher education 45.9 (2020): 1834-1847. • Wendi L. Adair, Nancy R. Buchan, Xiao-Ping Chen, & Dong Liu, 2016. A Model of Communication Context and Measure of Context Dependence. AMD, 2, 198–217. The final exam for non-attending students will consist of MCQs, a case study and four open-ended questions. Students will be required to analyze the case, propose solutions, and justify their interpretation with well-reasoned arguments.