Personal Development Module 2600-BM-PDM

Upon completion of the course, the student:

in terms of skills:

E_U1 - shares their experiences and reflections regarding the dynamics of the group process (K_U02).
E_U2 - co-creates a contract—along with other participants—that applies throughout the entire workshop series (K_K04).
E_U3 - freely uses vocabulary related to interpersonal communication and relationships during workshop sessions (K_U06).
E_U4 - participates in group tasks proposed by the trainer/academic teacher (K_U07).
E_U5 - adheres to the agreements contained in the contract, thereby recognizing, considering, and respecting the needs of all participants (K_U07).
E_U6 - fosters an atmosphere of safety and collaboration in the group by supporting good communication, assertively expressing their needs, setting their own boundaries, and respecting the boundaries of other workshop participants (K_U07).
E_U7 - recognizes their own stereotypes and biases (K_U07).
E_U8 - records reflections on their emotions, beliefs, decisions, values, interpretations, behaviors, thoughts, experiences, etc., in a journal during the duration of the course (K_U08).
E_U1: tests—together with other participants—various solutions proposed by themselves and the group to check their effectiveness in changing workshop conditions (K_U04)
E_U2: freely uses vocabulary related to well-being and resilience during workshop sessions (K_U06)
E_U3: effectively organizes their own work, creating a poster and abstract regarding the role of well-being and self-management in business (K_U07)
E_U4: participates in group tasks proposed by the trainer/academic teacher (K_U07)

in terms of social competences:
E_K1 - considers the challenges and benefits associated with diversity in the workplace (K_K01)
E_K2 - recognizes the challenges and opportunities that arise when working with diverse groups (K_K03)
E_K3 - supports other group members by offering help and sharing knowledge, fostering a readiness to build networks and collaboration (K_K04)
K_K1: critically assesses the literature regarding its theses, conclusions, and significance for business practice (K_K01).
K_K2: relies on knowledge and scientific literature while preparing a final paper on "well-being and resilience" in business (K_K02)
K_K3: takes on the challenge of creating their own strategy to enhance personal productivity based on healthy habits, self-compassion, and deep work techniques (K_K04)
K_K4: reflects on personal values: their own and those of fellow participants (K_K05)
K_K5: seeks the foundations of choices, decisions, and ethical evaluations in personal values (K_K05)

1. Due to the workshop nature of the course, attendance is a key component for passing (a maximum of 2 days of absence is allowed).
2. Students are required to prepare of a paper on personal experiences Leadership Compass Poster, related to the use of knowledge and skills acquired during the course (self-reflection exercise)
Instruction for the final assignment: Leadership Compass Poster
Objective:
The assignment consists of creating a poster that summarizes reflections from the course, with a particular focus on the connection of these insights to leadership and management. The task is designed as a creative, practical, and reflective exercise. It does not require personal confessions but emphasizes the application of course concepts in the context of future managerial roles.
________________________________________
Instructions:
1. Choose a metaphor or symbol (e.g., compass, ship, bridge, orchestra, sports team) that represents your view of leadership or management. Use it as the central theme of your poster.
2. Identify 3–5 key lessons from the course that you find most important for leadership and teamwork. Present them in a visual and creative way.
3. Select one tool or technique (e.g., I-statements, Six Thinking Hats, Eisenhower Matrix, ABC of Emotions, mindfulness exercise) that you would like to apply as a manager. Show on the poster how you could use it in practice.
4. Create an original leadership motto or statement that expresses your personal take away from the course.
5. Choose one leader who inspires you (from business, social movements, politics, science, or any field). Add their name, one key quality they represent, and explain briefly why this quality inspires you as a future leader.
6. Presentation:
• Posters should be presented to the group within 5-8 minutes.
• Reflections should highlight connections to the role of a leader or manager.
• Posters will be displayed as a gallery of “Leadership Compasses” to provide collective inspiration.
Criteria for assessing the poster and abstract:
• 30 % - Relevance: connections between course content, leadership, and chosen inspiring leader
• 10% Creativity – use of metaphors, visuals, and original ideas.
• 20% Clarity – clear communication of lessons, tool, motto, and inspiration.
• 20% Practicality – applicability of insights to management practice.
• 20% Presentation skills – clarity, structure, and engagement during the poster presentation.
The final grade of the total Personal Development Module is composed of:
• 70% - attendance and participation in classes
• 30% - Poster to present personal experiences in applying the knowledge and skills gained from the course
Final grading scale:
• 0-50% – grade 2
• 51-60% – grade 3
• 61-70% – grade 3.5
• 71-80% – grade 4
• 81-90% – grade 4.5
• 91-100% – grade 5

Required reading:

Fiske, S. T. (2017). Prejudices in Cultural Contexts: Shared Stereotypes (Gender, Age) Versus Variable Stereotypes (Race, Ethnicity, Religion). Perspectives on Psychological Science, 12(5), 791-799.
Heylighen, F. (2021). Effective Thinking: A Concise Survey of Elements, Mechanisms and Methods. In: M. Lenartowicz & W.D.R. Weinbaum (Eds.), The Practice of Thinking: Cultivating the Extraordinary. Academia Press
Hollenbeck J., Ilgen D., LePine J., Colquit J., Hedlund J. (998). Extending the Multilevel Theory of Team Decision Making: Effects of Feedback and Experience in Hierarchical Teams. Academy of Management Journal, 41.
Muijs, D., West, M., & Ainscow, M. (2010). Why network? Theoretical perspectives on networking. School Effectiveness and School Improvement, 21(1), 5–26.
Rosenberg, M. (2015). Nonviolent Communication: A Language of Life: Life-Changing Tools for Healthy Relationships. Puddledancer Press.
Supplementary reading:
Alberti, R., Emons, M. (2008). Your perfect right: a guide to assertive behavior. San Luis Obispo, CA: Impact Press.
Brown, R. (1988). Group processes: Dynamics within and between groups. Basil Blackwell.
Gibson, C., H. Hardy III, J. and Ronald Buckley, M. (2014). “Understanding the role of networking in organizations”, Career Development International, Vol. 19 No. 2, pp. 146-161.
Levi, D. (2015). Group Dynamics for Teams. SAGE: Los Angeles, CA, USA.
Kabat-Zinn, J. (2006). Mindfulness-based interventions in context: past, present, and future. Clinical Psychology: Science and Practice, 10 (2), 144156. [open access]
Powley, E.H., Barker Caza, B. and Caza, A. (2020). Research Handbook on Organizational Resilience. Germany: Edward Elgar Publishing.

Supplementary reading:
Brown, B. (2018). Dare to lead. Random House
Burka, J., Yuen, L. (2008). Procrastination: why you do it, what to do about it now. Da Capo Lifelong Books
Edmondson, A. (2018). The fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation and Growth. Wiley
Ellis, A. (1985). Overcoming resistance: Rational-emotive therapy with difficult clients. New York: Springer.
Ellis, A. (1991). The revised ABC’s of rational-emotive therapy (RET). Journal of Rational Emotive and Cognitive Behavior Therapy, 9(3), 139-172.
Goto-Jones, Chris. (2013). Zombie Apocalypse as Mindfulness Manifesto (after Žižek). Postmodern Culture. 24. 10.1353/pmc.2013.0062.
Kabat-Zinn, J. (2013). Full Catastrophe Living How to Cope with Stress, Pain and Illness Using Mindfulness Meditation. Bantam
Kabat-Zinn, J. (2016). Mindfulness for Beginners: Reclaiming the Present Moment and Your Life. Sounds True Adult
Lembke, A. (2021). Dopamine nation. Finding Balance in the Age of Indulgence. Dutton.
Morris, G.B. (1993). A Rational-Emotive paradigm for organizations. J Rational-Emot Cognitive-Behav Ther 11, 33–49. ttps://doi.org/10.1007/BF01086212
Naar, S. & Safren, S. (2023). Motivational interviewing and CBT : combining strategies for maximum effectiveness. Routledge
Neenan, M. (2018). Developing Resilience: A Cognitive-Behavioural Approach. Routledge
Newport, C. (2016). Deep work. Grand Central Publishing
Purser (2019). McMindfulness: How Mindfulness Became the New Capitalist Spirituality. Repeater
Zimbardo, P. & Boyd, J. (2009). The Time Paradox: The New Psychology of Time That Will Change Your Life. Atria Books

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 2600-BM-PDM in USOSweb