Curricula

Objectives

Management has become the art of establishing long, lasting, and healthy relationships. Companies need to fully understand the humans they work with, and they want to serve.

The goal of the program is to understand how our mind works so we can provide for excellent team leadership and
customer 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 and provide amazing customer experiences.
Competences The program is carried out as a holistic experience. Therefore, it is likely to elicit the practice of core competences as: communication skills, deep listening, critical thinking, creative planning, and diversity integration.

Content

Psychology as a tool to improve Management and Customer Experience.
Basic framework for non-psychologists.
Internal (Leadership), and external (Marketing) business-related needs of psychological knowledge.

๏ How our unconscious mind works (Psychoanalysis school)
๏ How external and internal enforcements shape our conduct (Behaviorism)
๏ How our needs and aspirations trigger our priorities (Humanism)
๏ 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 theories)
๏ How we organize our internal paradigms (Spiral Dynamics)

Time and location

Monday, June 6 - Friday, June 10
Monday, June 13 -Thursday, June 16
Monday, June 20- Wednesday, June 22

The classroom location will be informed later in April. Lutakko Campus.

Learning materials and recommended literature

Beck, D. (2018). Spiral dynamics in action: humanity's master code. Chichester, West Sussex & John Wiley & Sons, Ltd.
Bonior, A. (2016). Psychology: essential thinkers, classic theories, and how they inform your world. Berkeley, Calif. : Zephyros Press.
Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row.
Duhigg, C. (2012). The power of habit: Why we do what we do in life and business. New York: Random House.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.
Freud, S. (1964). Civilization and its discontents. W. W. Norton.
Freud, S. (1922). Group Psychology and the Analysis of the Ego; Trans. by James Strachey. New York: Boni and Liveright.
Goldstein, E. (2011). Cognitive psychology: Connecting mind, research, and everyday experience. Australia: Wadsworth Cengage Learning.
Kahneman, D. (2011). Thinking, fast and slow. New York: Farrar, Straus and Giroux.
Koffka, K. (1955). Principles of Gestalt Psychology. Routledge & Kegan Paul.
Illeris, K. (2009). Contemporary theories of learning: Learning theorists in their own words. London: Routledge.
Pinker, S. (1999). How the mind works. New York: W.W. Norton.
Rogers, C. (198). A way of Being. Boston : Houghton Mifflin.
Sapolsky, Robert M. (2017). Behave: The Biology of Humans At Our Best and Worst. New York, New York: Penguin Press.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Schneider, K. J., Pierson, J. F., & Bugental, J. F. T. (Eds.). (2015). The handbook of humanistic psychology: Theory, research, and practice (2nd ed.). Sage Publications, Inc.

Teaching methods

Classroom meetings, lectures + Offline e-resources
Flipped class method. Readings, experiments, and discussions.

Practical training and working life connections

This course is ideally suited for students seeking careers in business management, human relations, public relations, marketing, advertising, media development, and teaching.

Exam dates and retake possibilities

Exam dates and other matters are delivered to the participating students by the professor in the first meeting.

Alternative completion methods

None

Student workload

81 hours
- Lessons 18 h
-Assignments, presentations 48
-Independent reading and research 15

Content scheduling

1. Intro
2. Biopsychology
3. Psychoanalytical School
4. Behavioral School
5. Humanistic School
6. Gestalt School
7. Cognitive School
8. Cognitive School
9. Positive School
10. Learning & Change
11. Metacognition
12. Wrap up

Further information for students

Course Elements
* Zoom 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.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate 1
Knowledge and Understanding: The student is able to demonstrate the basic theoretical and conceptual knowledge. Central concepts have are defined vaguely. The student is able demonstrate command of the key concepts of subject area. Transferable skills: The student´s ability to identify and put into practice psychology-related actions is very limited.

Satisfactory 2
Knowledge and Understanding: The student is able to give some evidence on his/her theoretical and conceptual knowledge. Central concepts have been defined partly. The student displays only superficial knowledge of the subject area. Transferable skills: To some extent the student is able to put into practice psychology-related actions but is not yet able to clearly explain why.

Evaluation criteria, good (3-4)

Good 3
Knowledge and Understanding: The student knows the theoretical and conceptual frameworks related to Psychology for Managers. Central concepts have been defined well. The student displays a fairly good command of the subject area. Transferable skills: With some assistance, the student is able to put into practice psychology-related actions and is able to explain his/her decisions.

Very good 4
Knowledge and Understanding: The student demonstrates solid and right theoretical and conceptual knowledge. Central concepts have been defined with accuracy. The student displays a good command of the subject area. Transferable skills: The student possesses very good skills in putting into practice psychology-related actions and is able to explain his/her decisions consistently but is not able to propose alternative approaches, yet.

Evaluation criteria, excellent (5)

Excellent 5
Knowledge and Understanding: The student demonstrates his/her theoretical and conceptual knowledge in detail. Central concepts have been defined with precision. The student displays a clear command of the subject area. Transferable skills: The student possesses advanced skills in in putting into practice psychology-related actions and is able to explain his/her decisions consistently, as well as proposing alternative approaches.

Further information

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.

The lecturer is Lic. Docente Natalia Ceruti, Buenos Aires,