Psychology for Business Leadership (5cr)

Materials

Study materials are in the Moodle environment:
Recommended literature is shared by the lecturer during the course

Evaluation scale

0-5

Completion alternatives

None

Further information

The program will be assessed in a blend of self, peer, and guide methods. The criteria will be explained fully at the beginning of the course.
Items of Assessment The assessment will be carried out taking into account the development of 3 Course Elements (Zoom, Scrapbook, Diary) and the performance in 2 Key Areas (Knowledge, Transferable Skills).
Each Element and Area are graded from 0 to 5, being 5 the highest grade and 0 the failing one. The final grade will be a simple average of the grades obtained for the Elements and Areas.
In order to pass the course, students should have at least 1 point in all Elements and Areas. Having one or more 0 grades will mean failing the whole course.
The criteria to evaluate Elements and Areas is specified in the General Assessment Rubric
Course Elements (3)
Zoom Sessions 20%
Learning Scrapbook 20%
Learning Diary 20%
Key Areas (2)
Knowledge & Understanding 20%
Transferable Skills 20%
Graded from 0 to 5
Final grade —> simple average of the grades obtained for the Elements and Areas
At least 1 point in all Elements and Areas
Having one or more 0 grades will mean failing the whole course

Virtual portion

5

Student workload

Every Tuesday afternoon 2 hours, 100 h

Assessment criteria, satisfactory (1)

Sufficient 1
Knowledge and Understanding: The student is able to demonstrate the basic theoretical and conceptual knowledge. Central concepts have are defined vaguely. The student is able demonstrate command of the key concepts of subject area.The student´s ability to identify and put into practice psychology-related actions is very limited.

Satisfactory 2
Knowledge and Understanding: The student is able to give some evidence on his/her theoretical and conceptual knowledge. Central concepts have been defined partly. The student displays only superficial knowledge of the subject area. To some extent the student is able to put into practice psychology-related actions but is not yet able to clearly explain why.

Assessment criteria, good (3)

Good 3
Knowledge and Understanding: The student knows the theoretical and conceptual frameworks related to Psychology for Managers. Central concepts have been defined well. The student displays a fairly good command of the subject area. With some assistance, the student is able to put into practice psychology-related actions and is able to explain his/her decisions

Very good 4
Knowledge and Understanding: The student demonstrates solid and right theoretical and conceptual knowledge. Central concepts have been defined with accuracy. The student displays a good command of the subject area. The student possesses very good skills in putting into practice psychology-related actions and is able to explain his/her decisions consistently but is not able to propose alternative approaches, yet

Assessment criteria, excellent (5)

Excellent 5
Knowledge and Understanding: The student demonstrates his/her theoretical and conceptual knowledge in detail. Central concepts have been defined with precision. The student displays a clear command of the subject area: The student possesses advanced skills in in putting into practice psychology-related actions and is able to explain his/her decisions consistently, as well as proposing alternative approaches.

Content scheduling

Shared by the lecturer in the first meeting

Exam schedules

Will be ínformed by the lecturer in the beginning of the courses

Teaching language

en

Teaching methods

Distance synchronous learning (Live Zoom, not recorded)
Flipped class method --> student researches and studies prior to meetings, which are used to discuss topics and share experiences.
Assessment via Individual Learning Diary, Scrapbook, and Online attendance and participation.

Location and time

At Zoom every Tuesday afternoon

Number of ECTS credits allocated

5

Content

Psychology as a tool to improve Management and Leadership.
Basic framework for non-psychologists.
๏ How our brain works (Biopsychology)
๏ How our unconscious mind works (Psychoanalytical School)
๏ How external and internal enforcements shape our conduct (Behavioral School)
๏ How our needs and aspirations trigger our priorities (Humanistic School)
๏ How the whole experience influences us (Gestalt School)
๏ How we process the information and learn (Cognitive school)
๏ How we enforce wellness (Positive School)
๏ How we change and transform through life (Developmental and Learning theories)
๏ How we organize our internal paradigms (Spiral Dynamics)

Objective

Leadership has become the art of establishing long, lasting, and healthy relationships. Companies need to fully understand the humans they work with as well as the ones they want to serve.
The goal of the program is to understand how our mind works so we can provide excellent Leadership experiences.
Through the revision of different scientific psychological schools, participants will be able to understand the basics of human psychology and how to use those consciously and ethically to lead teams, starting from leading themselves.
The program is carried out as a holistic experience. Therefore, it is likely to elicit the practice of core competencies as communication skills, deep listening, critical thinking, creative planning, and diversity integration.
1 IBCRI Skills in Critical and Analytical Understanding
Critically review, analyze and understand information available from academic and professional business sources.
2 IBBUS Applied Business Skills
Apply disciplinary and interdisciplinary knowledge to analyze business challenges and global trends to propose or put into action practical business solutions based on the findings.
3 IBCOM Communication Skills Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
4 IBCOL Intercultural Collaboration Skills Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
5 IBETH Ethical Conduct Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.

6 IBPER Skills for Personal Career Development Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.