WORK AND LEADERSHIP DISFUNCTIONS - BMEGT52S223

As a result of the course students will be able to recognize signs of stress and mental states that make it difficult to successfully perform a workplace role, and based on this, if necessary, refer the client to the appropriate specialist. They learn about the symptoms of high levels of stress and the concepts and types of personality disorders, which makes them more effective in managing coaching relationships with a broader range of clients. They will be able to implement primary and secondary interventions as part of workplace mental health development programs. They can identify managerial and employee behaviours that create a dysfunctional or toxic workplace atmosphere and act responsibly when they encounter this phenomenon.

1. Know the concepts and symptoms of stress, including work-related stress.
2. Know the characteristics of mental conditions that make it difficult to perform roles in the workplace.
3. Know the methods of managing various mental dysfunctions.
4. Knows the concepts and types of personality disorder.
5. Familiar with leadership and employee behaviours that create dysfunctional or toxic work atmospheres.

1. Able to recognize signs of mental conditions that make it difficult to successfully perform a role at work.
2. Able to refer the client to the appropriate specialist, if needed.
3. By recognizing workplace and leadership dysfunctions, able to manage coaching relationships with a wide range of clients.
4. Able to identify managerial and employee behaviours that create a dysfunctional or toxic work atmosphere.

1. Accepts, understands and represents the complexity of psychological phenomena.
2. Know and adhere to the boundaries of professional competence.
3. Open to expanding knowledge related to your field.
4. Open and motivated to apply the knowledge gained.
5. Collaborate with the instructor and fellow students in expanding knowledge.

1. Expects and applies new knowledge.
2. Takes an active part in the process of acquiring knowledge.
3. Solve individual and group tasks responsibly and independently.
4. Collaborates with fellow students in group work.
5. Use a systemic approach in their thinking.

Lectures and student referrals. Self-assessment questionnaires.

• Kötelező irodalom: Kiadott órai anyagok Ajánlott irodalom: Cavanagh, M. (2005). Mental health issues and challenging clients in executive coaching. Evidence-based coaching, 1, 21-36. Chapman, Gary; Myra, Harold; White, Paul (2016). Mérgező munkahelyek. Hartman Kiadó Gyllensten, K., & Palmer, S. (2021). Stress and performance coaching. In Cognitive behavioural coaching in practice (pp. 126-149). Routledge. Kets de Vries, M., & Rook, C. (2018). Coaching challenging executives. Möller, H. (2022). Mental Disorders in Coaching. In: Greif, S., Möller, H., Scholl, W., Passmore, J. & Müller, F. (eds.) International Handbook of Evidence-Based Coaching: Theory, Research and Practice. Springer. 577-586. Harms, Peter D.; Spain, Seth M.; and Hannah, Sean T.,

A 2.2. pontban megfogalmazott tanulási eredmények értékelése beadandó dolgozat és hallgatói referátum formájában történik.

Beadandó dolgozat készítése: egy választott munka vagy vezetési diszfunkció részletes bemutatása és coaching pszichológiai szemléletű elemzése. A prezentáció tartalmi és formai kritériumait a tantárgyfelelős határozza meg. Órai referátum: az elemzett munka és vezetési diszfunkciók prezentálása. A prezentáció tartalmi és formai kritériumait a tantárgyfelelős határozza meg.

• Beadandó dolgozat.: 60
• Órai referátum.: 40

A beadandó dolgozat a leadási határidő után az előre megadott pótlási határidőkig díjmentesen pótolhatók.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adottságok szerint.