ORGANIZATIONAL BEHAVIOR AND LEADERSHIP - BMEGT52M300

The aim of the course is to integrate practical knowledge and experiential learning into a new, efficiently operat-ing and modern perspective for future leaders on how to act effectively as leaders, how to participate in and ef-fectively shape human relationships. It is very important for us to emphasize that students should adopt and develop a positive leadership approach to be able to develop and convey a credible image of themselves. During the course, we want to understand with the future leaders that how can they achieve a positive change in their own lives, in their working life, in their team, in the organization and in society, because this approach should characterize the leaders of the 21st century.

1. Knows the concepts of organizational psychology and leadership, the most important connections and theories, including the following topics: - Concept of organizational and managerial psychology, leadership theories - Organizational culture and leadership - Dysfunctional leadership - Effective individual and group work - Emotional intelligence - Motivation - Positive psychology - Organizational learning - Change management - Knowledge and Innovation management

1. Able to understand the literature of organizational and managerial psychology and able to search for sci-entific literature independently.
2. Able to communicate in a professionally acceptable manner, both verbally and in writing, about various topics of organizational psychology and leadership.

1. Open to expand his/her knowledge related to the field.
2. Open and motivated to apply the acquired knowledge.
3. Collaborates with the lecturer and the fellow classmates.
4. Open to the usage of information technology tools.

1. Utilizes and actively searches for new knowledge.
2. Actively participates in the process of acquiring knowledge.
3. Solves individual and group tasks in a responsible and autonomous way.
4. Collaborates with fellow classmates during group work.
5. Uses a systematic approach in his/her thinking about the subject.

Lectures, written and oral communication, use of IT tools and techniques. Individual and group assignments. Skills development using training methodology.

• Principles of Management: https://saylordotorg.github.io/text_principles-of-management-v1.1/
• Organizational Behavior: https://saylordotorg.github.io/text_organizational-behavior-v1.1/
• További olvasmányok / Further reading:
• 1. Szervezet- és vezetéspszichológia, vezetéselméletek / Concept of organizational and managerial psychology, leadership theories
• Antonakis, J., & Day, D. V. (Eds.). (2017). The nature of leadership 3rd Edition. Sage publications.
• Northouse, P. G. (2019). Leadership: theory and practice. Eighth Edition. Los Angeles, SAGE Publications.
• 2. Szervezeti kultúra és vezetés / Organizational culture and leadership
• Schein, E.H. (2016). Organizational culture and leadership 5th edition. Wiley.
• 3. Diszfunkcionális vezetés / Dysfunctional leadership
• Krasikova, D.V., Green, S.G. and LeBreton, J.M. (2013). Destructive leadership: a theoretical review, integration, and future research agenda, Journal of Management, 39(5), 1308-1338.
• 4. Hatékony csoportmunka / Group effectiveness
• Lencioni, P. M. (2002). The five dysfunctions of a team. Jossey-Bass.
• 5. Érzelmi intelligencia / Emotional intelligence
• McCleskey, J. (2014).Emotional intelligence and leadership: A review of the progress, controversy, and criticism, International Journal of Organizational Analysis. 22(1), 76-93. https://doi.org/10.1108/IJOA-03-2012-0568
• 6. Motiváció / Motivation
• Saks, A.M., & Gruman, J.A. (2014). What Do We Really Know About Employee Engagement. Human Resource Development Quarterly, 25, 155-182.
• Fowler, S. (2014). What Maslow’s hierarchy won’t tell you about motivation. Harvard Business Review, 92(11).
• Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
• 7. Pozitív pszichológia / Positive psychology
• Alex Linley, P., Joseph, S., Harrington, S.J., & Wood, A.M. (2006). Positive psychology: Past, present, and (possible) future. The Journal of Positive Psychology, 1, 16 - 3.
• Seligman, M., & Csíkszentmihályi, M. (2000). Positive psychology. An introduction. The American psychologist, 55 1, 5-14 .
• 8. Szervezeti tanulás / Organizational learning
• Ford, J. K. (2020). Learning in organizations: An evidence-based approach. Routledge.
• 9. Változásmenedzsment / Change management
• By, R. T. (2005). Organisational change management: A critical review. Journal of change management, 5(4), 369-380.
• Oreg, S., Bartunek, J. M., Lee, G., & Do, B. (2018). An affect-based model of recipients’ responses to organizational change events. Academy of Management Review, 43(1), 65-86.
• Venus, M., Stam, D., & Van Knippenberg, D. (2019). Visions of change as visions of continuity. Academy of Management Journal, 62(3), 667-690.
• 10. Tudás- és Innovációmenedzsment / Knowledge and Innovation management
• Arena, M. J. (2018). Adaptive Space: How GM and Other Companies are Positively Disrupting Themselves and Transforming into Agile Organizations. McGraw Hill.
• Durst, S., Foli, S., & Edvardsson, I. R. (2024). A systematic literature review on knowledge management in SMEs: current trends and future directions. Management Review Quarterly, 74(1), 263-288.

The assessment of learning outcomes -formulated in Section 2.2.- are based on two mid-term written performance evaluations (summary performance assessment), individual and small group project tasks.

Detailed description of performance evaluations during the term: Classroom tests: The theoretical knowledge of the students is tested in two written exams during the semester. Both exams consist 20-20 test questions. The questions cover the lesson material as well as the compulsory readings. The results for the two written exams will count towards the final exam. Small group project task: In small groups (4-6 students), students have to present a case of an organization and its leader based on certain criteria (e.g., organizational form, structure, leadership style, organizational culture etc.). They have to make an assessment of the organization and its leader, and this assessment needs to be integrated into organizational and leadership theory relevant to the course. 3. Individual assignments: Completing questionnaires and progress journals that support self-reflection and learning, related to training sessions aimed at skills development.

• Results of the first written exam score: 30
• Results of the second written exam score : 30
• Project task: 15
• Questionnaires and progress journals: 25
• sum: 100

• written exam: 50
• sum: 50

1) Both midterm tests must be completed at a minimum passing level. The two midterms can be retaken or improved during the make-up week. In case of improvement, the more favorable result (the original or the new one) will be considered. 2) Participation on both training days is mandatory.

According to TVSZ

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 13.10.2025.

To achieve the learning outcomes -formulated in section 2.2.-, the subject consists of the following thematic blocks. In the syllabus of the courses announced in each semester, we schedule these topics according to the calendar and other conditions.