Self-management in the 21st century - BMEGT51BX4K000-00

The course is designed to help you to find a job more effectively and to cope in the workplace. While companies promote their workplaces, the brand in the labour market is the prospective employee. In other words, developing and building a self-brand is a crutch for navigating the labour market and helps us to approach employers with the right communication style and the best of our knowledge. How can we develop our own brand? The topics covered will give you the opportunity to answer questions such as. What competences and skills do we need to acquire in order to succeed in any area of life? How to communicate effectively? Our course will help students to learn not only about universal competences that can be used in the world of work, but also to test themselves in a simulated job interview. The course is practice-oriented, as demonstrated by the course requirements: preparing your own career plan, CV and motivation letter: presenting them in a situational situation.

1. 1. Understand what lifelong learning means as a paradigm shift.
2. 2. Understand the meaning and impact of personal branding.
3. 3. Understands different communication techniques.
4. 4. Understands the concept and meaning of cultural intelligence

1. 1. Ability to identify and become aware of existing competences on which to build.
2. 2. be able to build up a professional portfolio based on their own professional, personal and interpersonal competences.
3. 3. be able to independently analyse his/her own career from a lifelong learning perspective.
4. 4. be able to interpret international trends and tendencies.
5. 5. Ability to work individually and in groups.

1. 1. Feeling responsible for the success of your own life.
2. 2. He values his personal brand as a tool to achieve success.
3. 3. Develops awareness of the goal and the achievement of results.
4. 4. Collaborates with the instructor and fellow students to expand knowledge.
5. 5. Is assertive, constructive, cooperative and proactive when working in groups.

1. 1. Independently think through tasks and problems and solve them on the basis of given resources.
2. 2. Is open to well-founded critical comments.
3. 3. works autonomously in a group, in cooperation with the other members of the group, to mobilise his/her theoretical and practical knowledge and skills in order to achieve the objective.
4. 4. Is able to build his/her own personal brand independently
5. 5. Has a sense of responsibility for the success of his/her own career.

Lectures, written and oral communication, use of IT tools and techniques, independent and group work, job interviews - situational games, invited speakers.

• ● 1. Kálmán Anikó: Az oktatástól az önálló tanulásig. Tanulástámogatás Útmutató Füzet. BME Alkalmazott Pedagógiai Intézet ,Budapest 2009..225p.
• ● 2. Kálmán, A. (2006): Tanári szerepek – tanulási stílusok (A felnőtt-tanulás folyamata), ISBN 963 8088 16 8, ISSN 1588-9572, OKKER, Budapest
• ● 3. Palásti Luca (2010): Az önmarketing és a személyes márka szerepe a munkaerőpiacon. Kézirat. http://eco.u-szeged.hu/download.php?docID=36144
• ● 4. Kőrösi Kunigunda (2015): Énmárka. Kézirat. https://issuu.com/hellokunigunda/docs/__nm__rka_k__r__sikunigunda
• ● 5. László Móni (2015): Lehetsz kivételes - Az énmárkaépítés alapjai. Kossuth Kiadó.
• ● 6. Feketéné Szakos Éva (2008): Egy Socrates Grundtvig menedzserképző program az egészségnevelésben. In: Felnőttképzési Szemle 2. (1). 15-19. p.
• ● 7. Frank-Hermann, P. et. al. (2015): Natürliche Familienplanung – aktueller Stand. In: Der Gynäkologe, 48 (9), 657-666. p.
• ● 8. Kopp Mária és Skrapski Árpád (2008): Kik boldogok a mai magyar társadalomban? In: Kopp Mária (szerk.): Magyar lelkiállapot 2008. Budapest, Semmelweis Kiadó.
• ● 9. Molnár, György (2017): Digitális és virtuális életformák az információs társadalomban különös tekintettel az IKT-alapú tanulási környezetre és tanulási folyamatra, In: Karlovitz, János Tibor (szerk.) Válogatott tanulmányok a pedagógiai elmélet és szakmódszertanok köréből Komárno, Szlovákia: International Research Institute, pp. 361-370., 10 p.
• ● - http://europass.hu/europass-oneletrajz
• ● - http://europass.hu/
• ● - https://vmp.munka.hu/
• ● - https://tatk.elte.hu/dstore/document/117/1177311391_4_fuzet.pdf

Assessment of the learning outcomes in 2.2 based on the completion of three individual and one group assignment written during the year. This may be modified by active participation in lessons. The lessons will be delivered in a block format in the form of training.

Detailed description of the performance assessments during the term: 1. Participatory performance assessment (individual and group project assignments to be submitted and presented): assessment of the knowledge, skills, attitudes, autonomy and responsibility competences of the subject. 2. assessment of participatory performance: attendance and participation in training sessions, student activity 3. preparation of a personal career plan (3-5 pages, career profile, portfolio) 4. preparation of a CV and a motivation letter: presentation in situ

• 1. részteljesítmény értékelés (1. feladat): 25
• 2. részteljesítmény értékelés (2. feladat): 25
• Saját életpálya terv elkészítése, bemutatása: 40
• Önéletrajz és motivációs levél készítése: 10

Active participation in exercises. Completion of three individual and one group assignment written during the year.

1) The assignments to be handed in may be replaced in accordance with the provisions of the current Study and Examination Regulations, subject to the payment of the fees provided for in the Fees and Fees Regulations.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 07.07.2024.

In order to achieve the learning outcomes set out in 2.2, the subject consists of the following thematic blocks. These will normally be 4 hours (two weeks) in length, but the proportions may vary from semester to semester depending on the composition of the students and the nature of the problems they propose to address.