Self Management (5 cr)

Evaluation scale

0-5

Content scheduling

During the course, independent learning assignments and interactive and collaborative webinars, and virtual group discussions or chat will alternate. A personal portfolio will be prepared independently throughout the duration of the course, consisting of theme-specific learning assignments and action and development plans.

Objective

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 is able to improve time management, stress management and change ability. He/she develops in his/her emotion management and communication.
The student recognizes her/his own level of competence in self management and is able to make a personal development schedule.

Content

Goal-orientation, motivation, self-knowledge, self-esteem, willpower and their 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. Personal communication development.

Materials

Literature:
Sydänmaanlakka, P. 2008. Älykäs itsensä johtaminen. Helsinki: Talentum.
Salmimies, R. 2008. Onnistu itsesi johtamisessa. Helsinki: WSOYpro.
Goleman, D. 2006. Tunneäly työelämässä. Helsinki: Otava.

Recommended literature:
Leppänen, M. & Rauhala, I. 2012. Johda ihmistä: psykologiaa johtajille. Helsinki: Talentum.
Perttula, J. & Syväjärvi, A. 2012. Johtamisen psykologia. Jyväskylä: PS-Kustannus.

Additional material:
Kohtakangas, Krista Kohtakangas. 2019. Välittävä johtajuus ja armollinen itsensä johtaminen konkurssin tai alasajon tehneiden yrittäjien kokemuksissa. Väitöskirja. Rovaniemi: Lapin yliopisto.

Teaching methods

The teaching during the course will proceed by themes/modules.
Flipped learning
Introduction to the themes and learning assignments in interactive webinars and e-learning pace (Optima)
Independent study and theme-specific learning assignments
Online Virtual Group discussions or -chat, peer learning
Peer feedback
Self-reflection
Personal action and development plan

The learning portfolio will be constructed of theme-specific learning assignments, including a personal action and development plan.

Guidance will be available during the course as follows:
Introductions to themes and learning assignments in webinars and in e-learning space (recording available)
Guidance in e-learning space and in webinars
Guidance of virtual group discussions or chat
Peer-to-peer discussions
Peer feedback
Personal feedback on the portfolio

The grade for the course is based on the competence shown in the personal portfolio. The portfolio will be prepared throughout the duration of the course.

Exam schedules

Course begins at week 33 in August.

The theme-specific learning assignments must be completed and returned during the course.
Virtual Group discussions or chat must be attended to in accordance with the course timetable.

Student workload

Webinars (recordings available) 17 h
Independent study and theme-specific learning assignments 50 h
Completing the personal final assignment 48 h
Online Virtual Group discussions or chat 20 h

= 135 h

Assessment criteria, satisfactory (1)

5 (excellent): 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 about self-management. 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. She/he is able to perceive her/his current situation and name the most important points of development, as well implement the plan.
4 (very good): 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. 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. She/he is able to perceive her/his current situation and name the most important points of development, as well implement the plan.
3 (Good): 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. 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.
2 (Satisfactory): The student has some career and learning goals. She/he has some understanding of her/his personal skills concerning self-management. 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.
1 (Sufficient): The student has just a few goals. Her/his understanding of her/his personal skills concerning self-management 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.

Qualifications

Basic Knowledge in Business Administration

Further information

The course assessment methods include:
Assessment of own competence related to the learning portfolio
Peer review related to theme-specific learning assignments
The teacher’s feedback on the learning portfolio
Assessment of competence, feedback and course grade based on the learning portfolio