The student knows how to lead her/himself. The student is able to set goals according to her/his development, set timetables and achieve the goals.
The student understands the meaning and the factors of her/his personal well-being. The student understands the meaning of organizational citizenship skills in the workplace. She/he is able to develop her/himself as a responsible superior and a subordinate.
The student recognizes her/his own level of competence in both themes and is able to make a personal development schedule.

Self-management: goal-orientation, self-knowledge and its development. Psychological and physical personal well-being, social well-being at the workplace. Stress and time management, emotional and social intelligence, emotional control, change orientation and control.
Organizational citizenship skills: subordinate skills, organizational skills, communication skills at the workplace. Different roles at workplace community, the power sources and means of influence.

Basic Knowledge in Business Administration

Excellent (5) - The student has clear career and learning goals and a strong will to develop her/himself. She/he has very clear understanding of her/his personal skills concerning self-management, subordinate skills and working in a workplace community. The student shows excellence in recognizing the strengths and threats of personal well-being and is able to lead her/himself to achieve targets. The student understands the principles of emotionalism and is able to turn it into resource. She/he has a responsible and appreciative way of communicating and operating in the workplace. She/he is able to perceive her/his current situation and name the most important points of development, as well implement the plan.


Very good (4) - The student has relatively clear career and learning goals and a genuine will to develop her/himself. She/he has good understanding of her/his personal skills concerning self-management, subordinate skills and working in a workplace community. The student shows awareness in recognizing the strengths and threats of personal well-being and is able to lead her/himself to achieve targets. The student understands the principles of emotionalism. She/he has a quite responsible and appreciative way of communicating and operating in the workplace. She/he is able to perceive her/his current situation and name the most important points of development, as well implement the plan.

Good (3) - The student has career and learning goals and she/he is willing to develop her/himself. She/he has views of understanding her/his personal skills concerning self-management, subordinate skills and working in a workplace community. The student shows some awareness in recognizing the strengths and threats of personal well-being. The student understands some principles of emotionalism. She/he has a slightly responsible and appreciative way of communicating. She/he is able to perceive her/his current situation and name some of her/his points of development, as well as plan to implement these actions.

Satisfactory (2) - The student has some career and learning goals. She/he has some understanding of her/his personal skills concerning self-management, subordinate skills and working in a workplace community. The student shows a little awareness in recognizing the strengths and threats of personal well-being. The student understands a few principles of emotionalism. She/he can communicate satisfactory. She/he is able to perceive 1-2 points of personal development.

Sufficient (1) - The student has just a few goals. Her/his understanding of her/his personal skills concerning self-management, subordinate skills and working in a workplace community are narrow. The student shows just simple points of personal well-being. She/he can communicate sufficiently. Her/his skills to perceive personal development are limited.