Professional Development Module 2600-BM-PROFDM
This course helps B.A. students build essential skills for a successful career. It covers teamwork, leadership, and communication, including how to motivate teams, handle conflicts, and deal with diversity in work environment. Students will also learn about different roles in a team (Belbin’s model) and how to develop an entrepreneurial mindset.
Another key focus is work-life balance and personal career planning. Students will explore their own work style and career preferences (job, profession, or calling) to help them make better career decisions and improve job satisfaction. They will also develop strategies to stay productive and manage their time effectively.
The course includes an introduction to Artificial Intelligence (AI) and its impact on business. Students will also get practical career advice, such as how to write a strong CV, build a LinkedIn profile, and prepare for job interviews.
The course also includes a two-part business presentation workshop, where students will practice public speaking, storytelling, and structuring presentations in a way that is clear and engaging. Special attention will be given to presenting in English, with tips on overcoming anxiety and adapting to different audiences.
By the end of this course, students will feel more confident in their communication skills, teamwork abilities, and career planning, making them well-prepared for professional success.
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Term 2024L:
This course helps B.A. students build essential skills for a successful career. It covers teamwork, leadership, and communication, including how to motivate teams, handle conflicts, and deal with diversity in work environment. Students will also learn about different roles in a team (Belbin’s model) and how to develop an entrepreneurial mindset. |
Type of course
Course coordinators
Learning outcomes
Upon completion of the course, the student:
in terms of skills:
E_U1a - shares their experiences and reflections regarding the dynamics of the group process and team roles (K_U02).
E_U2a - co-creates a contract—along with other participants—that applies throughout the entire workshop series (K_K04).
E_U3a - freely uses vocabulary related to strategic communication, entrepreneurial competencies, and leadership during workshop sessions (K_U06).
E_U4a - participates in group tasks proposed by the trainer/academic teacher (K_U07).
E_U5a - adheres to the agreements contained in the contract, thereby recognizing, considering, and respecting the needs of all participants (K_U07).
E_U6a - 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).
in terms of social competences:
E_K1a - considers the challenges and benefits associated with diversity in the workplace (K_K01)
E_K2a - recognizes the challenges and opportunities that arise when working with diverse groups (K_K03)
E_K3a - supports other group members by offering help and sharing knowledge, fostering a readiness to build networks and collaboration (K_K04)
K_K3b: takes on the challenge of creating their own strategy to enhance work-related productivity, design career path and develop leadership and entrepreneurial competences (K_K04)
K_K4b: reflects on personal values: their own and those of fellow participants (K_K05)
K_K5b: seeks the foundations of work-related choices, decisions, and ethical evaluations (K_K05)
Assessment criteria
1. Due to the workshop-based nature of the course, attendance is a key requirement for passing. A maximum of two days of absence is allowed.
2. The course will be assessed based on continuous assessment. In each class, students can earn between 0 and 5 points. Points will be awarded for active participation, completing in-class assignments, and preparing homework. The points from all classes will then be summed up, and the final grade will depend on the total number of points according to the following 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
Bibliography
● Bakker, A.B. i Demerouti, E. (2014). Job Demands-Resources Theory. W: P.Y. Chen, C.L. Cooper (red.), Work and Wellbeing: A complete Reference Guide (s. 1–28). New York: John Wiley & Sons. http://doi.org/10.1002/9781118539415.wbwell019. https://www.isonderhouden.nl/doc/pdf/arnoldbakker/articles/articles_arnold_bakker_344. pdf.
● Bakker, A.B. i Santz-Vergel, A.I. (2013). Weekly work engagement and flourishing. The role of hindrance and challenge job demands. Journal of Vocational Behavior, 12(3), 387–401. https://doi.org/10.1016/j.jvb.2013.06.008.
● Berg, J.M, Dutton, J.E. i Wrześniewski, A. (2008). What is Job crafting and why does it matter? https://www.researchgate.net/publication/266094577_What_is_Job_Crafting_and_Why_Does_It_Matter.
● Berg, J.M, Grant, A.M., Johnson, M. (2010). When Callings Are Calling: Crafting Work and Leisure in Pursuit of unanswered Occupational Callings. Organization Science, 21(5), 973–994.
● Crew, A. (2015). Well-being at work – the essence, causes and consequences of the phenomenon. International Journal of Contemporary Management, 13(2), 7–110.
● Demerouti, E., Bakker, A.B., i Halbesleben, J.R.B. (2015). Productive and counterproductive job crafting: A daily diary study. Journal of Occupational Health Psychology, 20, 457–469. https://doi.org/10.1037/a0039002
● Warr, P. i Inceoglu, I. (2012). Job engagement, Job satisfaction and contrasting associations with person-job fit. Journal of Occupational Health Psychology, 17(2), 129–138. https:// doi.org/10.1037/a0026859
● Mavin, S., & Girling, G. (2000). What is managing diversity and why does it matter? Human Resource Development International, 3(4), 419–433. https://doi.org/10.1080/713767867
● Cox, T. H., & Blake, S. (1991). Managing cultural diversity: Implications for organizational competitiveness. Academy of Management Perspectives, 5(3), 45-56
● Nguyen, L. A., Evan, R., Chaudhuri, S., Hagen, M., & Williams, D. (2024). Inclusion in the workplace: an integrative literature review. European Journal of Training and Development, 48(3/4), 334-356.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: