SZERVEZETI DIAGNOSZTIKA - BMEGT52S154

The aim of the course is to acquaint students with the organizational diagnostic models and tools, as well as their application possibilities. to be able to select the relevant diagnostic tool, method and analyze, interpret, evaluate, communicate and diagnose the results of the organization. and select the appropriate intervention method based on its results.

1. The student acquires a comprehensive knowledge of the systems approach of organizations, the basic concepts of organizational diagnosis, models and methods that help to describe organizational diag-nostics and organizational operation.
2. The student learns the steps of the process of organizational diagnosis
3. The student acquires knowledge of the aspects of exploring needs and defining objectives
4. The student gets acquainted with the methods of organizational diagnosis, the possibilities of data collection, pitfalls and the main information about the processing and interpretation of the results
5. The student becomes familiar with the types, process, and methods of feedback on survey results
6. The student gets to know the concept and tools of OCI and the joyful organization diagnostic approac-hes, and the possibilities and experiences of using the tools through concrete examples.

1. Ability to communicate professionally on these topics, in oral and in written form
2. The student is able to properly explore organizational needs and determine the exact goals of organizati-onal diagnosis
3. The student is able to plan and carry out an organisational diagnosis, to process the results of the survey
4. The student will be able to interpret the results of the diagnosis and report the results adequately
5. The student is able to identify areas and methods of intervention based on the results of the assessment.

1. Open to the latest, trend-setting knowledge on organisational diagnosis
2. Willing to cooperate with representatives of other professions on a given issue
3. Proactively takes action and contributes to issues affecting his/her work
4. Is able to listen to and accept the views and opinions of others
5. Has a desire for continuous self-development

1. Ability to independently assess and make decisions on issues affecting his/her professional activities
2. Ability to plan and carry out organisational diagnosis independently and to summarise and report back the results of the analysis in an appropriate format
3. Assumes responsibility for the tasks and programmes planned and/or managed
4. Represents his/her profession responsibly and ethically.

Lecture, interactive class exercises, group work, practical exercises.

• Gelei A. (2006): A szervezet interpretatív megközelítése, In: Vezetéstudomány, XXXVIII. Évf., Különszám 79-97.o
• Adizes, I. (1992): Vállalatok életciklusai, HVG kiadó, Budapest
• Block P. (2005): Makulátlan tanácsadás, HVG kiadó, Budapest
• Lövey, I., Manohar, S.N. (2003): Az örömteli szervezet, HVG Kiadó, Budapest
• Poór J. (2016): Menedzsment tanácsadási kézikönyv, Akadémia Kiadó, Budapest
• Yalom, I (2001): A csoportpszichoterápia elmélete és gyakorlata, Animula, Budapest
• Barczy M. (1997): A csoportok hatékonysága és a személyes változás, Animula, Budapest
• Szőnyi G. (2005): Csoportok és csoportozók – A lélektani munkára építő csoportok vezetése, Medicina, Budapest
• Torma K. (2009): Tréning vagy csoportpszichoterápia: hasonlóságok és különbségek, In Tanácsadás és terápia, szerk. Kulcsár Éva, ELTE Eötvös Kiadó, Budapests
• Dobák M. (2001) . Szervezeti formák és vezetés. KJK-KERSZÖV Budapest.
• Klein B., Klein S. (2004). A szervezet lelke. Edge 2000 Kiadó, Budapest
• Belbin, M. (2003). A team, avagy az együttműködő csoport. Edge 2000 Kiadó, Budapest 

The assessment of the learning outcomes set out in point 2.2 is based on the preparation of an individual ho-mework, its presentation and the answering of questions related to the topic.

Detailed description of the performance assessments during the term period: performance assessment: practical assignment - preparation and presentation of a term paper.

• partial performance evaluation - preparation and presentation of a practical task: 100%
• sum: 100%

• :

The student may substitute an individual homework.

Pre-2017, next review September 2021.

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.