ORGANIZATIONAL PSYCHOLOGY AND LEADERSHIP - BMEGT52M108

The aim of the course is to introduce modern theoretical and practical knowledge to the students. During the course, we discuss the most important areas of both topics (organizations, leadership). The theoretical part will be explained through real life examples, case studies. The most important aim of the course is to prepare the students for their future work with organizations and leaders.

2. 1. Learns about the historical roots of modern organizational psychology, the development of the subject, and the 21st century applications of it.
3. 2. Gains a comprehensive knowledge of the recent topics of organizational and leadership psychology such as modern leadership trait theories, recent organizational diagnosis models, change and knowledge management model, and group dynamics.
4. 3. Gains knowledge of the theoretical and practical approach to organization-related psychological ques-tions such as organizational justice, trust, control, and dysfunctional leadership.
5. 4. Understands the connections between organizational and leadership psychology and the work of other organization-related professions (e.g., HR, trainers, coaches).
6. 5. Learns about the relevant areas where he/she can apply the acquired knowledge and competencies (e.g., leadership trainings, organizational development).

1. Able to apply his/her newly acquired professional knowledge and competencies.
2. Able to understand and solve psychology-related issues that arise in organizations.
3. Able to think in original and creative ways, offers concrete solution plans for an organization and its leaders.
4. Able to use his/her professional knowledge and competencies in areas which require an interdisciplinary approach.
5. Able to think and work together with the representatives of other related professions (e.g., trainers, or-ganizational consultants, coaches).

1. Has an open approach towards the latest trends in organizational and leadership psychology.
2. Willing to cooperate with representatives of the related professions.
3. Has a proactive approach in order to solve issues.
4. Has a results-oriented approach in order to solve issues.
5. Listens to the views and opinions of other professionals.
6. Wants to create value in his/her professional work.
7. Has a desire to continuously improve in his/her professional work.

1. Able to independently make evaluations and decisions in his/her professional work.
2. Able to develop programs and solutions plans related to organizational and leadership psychology is-sues.
3. Shows responsibility towards his/her programs and tasks.
4. Has a responsible and ethical approach to his/her professional work.

Lectrues, interactive classroom exercies, case studies, group work, presentations, training.

• Haslam, S.A., Reicher, S.D., & Platow, M.J. (2010). The new psychology of leadership. Identity, influence and power. Routledge.
• Schein, E.H. (2016). Organizational culture and leadership 5th edition. Wiley.
• De Vries, M.K. (2009). The leader on the couch. A clinical approach to changing people and organizations. Wiley.
• Edmondson, A.C. (2018). The fearless organization. Wiley.
• 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 behavi-or, 26(4), 331-362.
• Hertwig, R., & Grüne-Yanoff, T. (2017). Nudging and boosting: Steering or empowering good decisi-ons. Perspectives on Psychological Science, 12(6), 973-986.
• Sunstein, C. R. (2014). Nudging: a very short guide. Journal of Consumer Policy, 37(4), 583-588.
• Wood, W., & Rünger, D. (2016). Psychology of habit. Annual review of psychology, 67.
• Juhász Márta (2017). Vezető a szervezetben. BME Oktatási segédlet.
• Amabile, T. M., & Kramer, S. J. (2011). The power of small wins. Harvard Business Review, 89(5), 70-80.
• Courtney, H., Lovallo, D., & Clarke, C. (2013). Deciding how to decide. Harvard Business Review, 91(11), 62-70.
• Drucker, P. F. (2004). What makes an effective executive. Harvard business review, 82(6).
• Drucker, P. F. (2005). Managing oneself. Harvard Business Review, 83(1), 100-109.
• Miller, A. P. (2018). Want less-biased decisions? Use algorithms. Harvard business review, 26.
• Snowden, D. J., & Boone, M. E. (2007). A leader's framework for decision making. Harvard business review, 85(11), 68.
• Szaszi, B., Palinkas, A., Palfi, B., Szollosi, A., & Aczel, B. (2018). A systematic scoping review of the choice architecture movement: Toward understanding when and why nudges work. Journal of Behavioral Decision Ma-king, 31(3), 355-366.
• De Vries, M.K. (2003). Leaders, fools and impostors. Essays on the psychology of leadership. iUniverse.
• Schein, E., & Schein, P. (2018). Humble leadership. The power of relationships, openness, and trust. Berrett-Koehler Publishers.
• Pearce, C.L. (2004). The future of leadership. Combining vertical and shared leadership to transform knowledge work. Academy of Management Executive, 18(1), 769-783.

A 2.2. pontban megfogalmazott tanulási eredmények értékelése zárthelyi dolgozatok, kiscsoportos projektmunka és szóbeli vizsga alapján történik.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: 1. Részteljesítmény értékelés: 4-6 fős kiscsoportokban projektmunka elvégzése a szorgalmi időszak során, amely specifikus szervezet- és vezetéspszichológiai kérdésekhez kapcsolódik. A projektmunkákat az egyes csoportok a kurzus utolsó két alkalmán be is mutatják. 2. Összegző teljesítmény értékelés: két zárthelyi dolgozat – a félév során tárgyalt témakörök ismereteinek számonkérése, a tudás tesztelése.

• részteljesítmény értékelés (2 zh): 2x25%
• projekt munka bemutatása: 50%

• szóbeli vizsga: 50%

A hallgató a zárthelyi dolgozatokat pótolhatja vagy javíthatja a pótlási héten. Amennyiben javítva valamelyik zárthelyi dolgozatot, a számára előnyösebb pontszám kerül figyelembevételre.

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.