SZERVEZETI VISELKEDÉS ÉS VEZETÉS - 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.

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. Both independent and group projects.

• 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.
• 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.

The assessment of learning outcomes -formulated in Section 2.2.- are based on two mid-term written performan-ce evaluations (summary performance assessment) 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 30-30 test questions and one essay question. 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 integrat-ed into organizational and leadership theory relevant to the course.

• Results of the first written exam score: 40%
• Results of the second written exam score : 40%
• Project task: 20%
• sum: 50%

• written exam: 50%
• sum: 50%

The two written exams can be retaken during the replacement week. The better result will be counted in the final grade.

Approved by dr. Logó Emma, Vice Dean for Education after consulting with the Faculty Student Representative Committee in 25 November 2020. Valid from 1 Sep 2020.

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.

Part III of the course datasheet was approved by the Head of Department of Ergonomics and Psychology (see 1.8. point) after the consultation with the program leaders.