Curricula

Objective

Leadership has become the art of establishing long, lasting, and healthy relationships. Companies need to fully understand the humans they work with as well as the ones they want to serve.
The goal of the program is to understand how our mind works so we can provide excellent Leadership experiences.
Through the revision of different scientific psychological schools, participants will be able to understand the basics of human psychology and how to use those consciously and ethically to lead teams, starting from leading themselves.
The program is carried out as a holistic experience. Therefore, it is likely to elicit the practice of core competencies as communication skills, deep listening, critical thinking, creative planning, and diversity integration.
1 IBCRI Skills in Critical and Analytical Understanding
Critically review, analyze and understand information available from academic and professional business sources.
2 IBBUS Applied Business Skills
Apply disciplinary and interdisciplinary knowledge to analyze business challenges and global trends to propose or put into action practical business solutions based on the findings.
3 IBCOM Communication Skills Communicate responsibly and effectively in English through oral, written and digital formats in academic and professional contexts.
4 IBCOL Intercultural Collaboration Skills Demonstrate intercultural teamwork, leadership, and conflict resolution skills.
5 IBETH Ethical Conduct Embrace ethical conduct in practice and decision-making. This may be according to the Principles for Responsible Management Education (UNPRME) or the Sustainable Development Goals (SDGs) of the United Nations.

6 IBPER Skills for Personal Career Development Reflect upon and deepen personal and professional learning in order to recognize their strengths to support their career development.

Content

Psychology as a tool to improve Management and Leadership.
Basic framework for non-psychologists.
๏ How our brain works (Biopsychology)
๏ How our unconscious mind works (Psychoanalytical School)
๏ How external and internal enforcements shape our conduct (Behavioral School)
๏ How our needs and aspirations trigger our priorities (Humanistic School)
๏ How the whole experience influences us (Gestalt School)
๏ How we process the information and learn (Cognitive school)
๏ How we enforce wellness (Positive School)
๏ How we change and transform through life (Developmental and Learning theories)
๏ How we organize our internal paradigms (Spiral Dynamics)

Qualifications

One year of studies in universities

Assessment criteria, satisfactory (1)

The program will be assessed in a blend of self, peer, and guide methods. The criteria will be explained fully at the beginning of the course.

Assessment criteria, good (3)

The program will be assessed in a blend of self, peer and guide methods. The criteria will be explained fully at the beginning of the course.

Assessment criteria, excellent (5)

The program will be assessed in a blend of self, peer, and guide methods. The criteria will be explained fully at the beginning of the course.

Further information

Visiting Docente Natalia Ceruti will be the lecturer.

The assessment will be carried out taking into account the development of 3 Course Elements and the performance in 2 Key Areas:

Course Elements
* Class room Sessions 20%
* Learning Scrapbook 20%
* Learning Diary 20%

Key Areas
* Knowledge & Understanding 20%
* Transferable Skills 20%

Each Element and Area are graded from 0 to 5, with being 5 the highest grade and 0 being the failing one. The final grade will be a simple average of the grades obtained for the Elements and Areas.

In order to pass the course, students should have at least 1 point in all Elements and Areas. Having one or more 0 grades will mean failing the whole course.

The criteria to evaluate Elements and Areas is specified in the General Assessment Rubric http://bit.ly/PBM21Rubric.