Peer-to-peer feedback

2 - Oral assessment and presentation - 30

Coursework essay

1 - Written assignment (including essay) - 70

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Each session is designed to inspire further reading and start a discussion among students. The learning goals are not conclusive or necessarily convergent: the stimuli point into the unknown and to both the individual search and inner work as well as the political and collective sensemaking that requires broad and open-ended discussions. Group discussions and a host who is a faculty member are present and holding the space for psychological safety and the availability of support should difficult topics arise 
Each week is divided into roughly three sections: 1. A short talk based on interdisciplinary research on topic (with rotating lecturers), 2. An exercise alone or with a peer, 3. A reflection in discussion groups (usually triads). The lead instructor of the cycle is present for all sessions to hold the space for the triads.  
<ul><li>Introduction to self-development: Knowing, Being, and Doing   The logic of head, heart, and hand: origins and current views on adult development. Introduction to the triads and the work in triads throughout this workshop cycle   </li></ul>
KNOWING 
<ul><li>Personality and identity   Open psychometrics and Big 5 test: Patterns of identity formation, about personality test and critical use and discussion of these tests</li></ul>
<ul><li>Values and purpose   Value maps and discussion of purpose for enterprise and personal values: what are we bringing with us and what values drive us unconsciously, culturally, institutionally? </li></ul>
 BEING 
<ul><li>Contemplative practices and their purpose   Reflection and inner work, consider a deeper connection with the environment and the history of the separation in Western society: what is “shadow work” using the skyscraper metaphor. A curiosity for the unknowable is like an investment: only if we invest we might find things and grow. </li><li>Growth mindset   Explicit focus on development and growth, examples and individual starting points. What is the narrative of our own life and why or how do we develop interests and passions?  </li><li>Emotion and the embodied mind   Use a diary to track states of mind and emotions and body sensations during the week. Consider emotions as fundamentally useful and informative and approach the embodied mind as including emotions and a capacity to understand holistically.  </li></ul>
DOING 
<ul><li>Personal goals and habit formation   Continuous learning and growing up continues in adulthood. The psychological development of adults is well documented and leads to individual growth along many dimensions, some of which include active effort for development.</li></ul>
<ul><li>Networks and holistic development of our interpersonal space   Building networks via reciprocity and preemptive generosity. Our ability to relate and build meaningful relationships depends on our capacity to listen and share our own perceptions and communicate, evidenced not least in group therapy movements such as authentic relating and others. </li><li>Linking individual growth to social and political change: Be the change you want to see in the world   We need a higher level of consciousness to solve planetary problems (Bill Clinton). In more technical terms, actions might change depending on the intersubjective relationship people have with the world around, which includes identification, a sense of separateness, or an awareness of connectedness. </li><li>Application to life   This summary discussion in groups is designed to address questions and share new insights. Our position as (future) managers puts us in unique situations of leadership and influence, which relates directly back to our inner work. Why do I want to grow up? Why do I want to wake up? </li></ul>

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

In-Person - 

Self-directed - 

The embodied mind: Cognitive science and human experience. 

Administrative science quarterly, 44(4), pp.764-791.

Provisional selves: Experimenting with image and identity in professional adaptation.

Reinventing organizations: A guide to creating organizations inspired by the next stage in human consciousness.

Having a growth mindset makes it easier to develop new interests.

 Innovation in the 21st Century: Architectural Change, Purpose, and the Challenges of Our Time.

AQAL: Journal of Integral Theory and Practice, 1(1), 2-38.

Introduction to integral theory and practice.

Wicked Problem Solvers

Full Catastrophe Living, Revised Edition: How to cope with stress, pain and illness using mindfulness meditation.

Handbook of leadership theory and practice, 19, 1-10.

Leading change: Leadership, organization, and social movements. 

Paying It Forward vs. Rewarding Reputation: Mechanisms of Generalized Reciprocity

Upheavals of thought: The intelligence of emotions.

Psychological science, 24(10), pp.2125-2127. 

Meditation increases compassionate responses to suffering. 

The Monk and the Philosopher: A Father and Son Discuss the Meaning of Life

Administrative Science Quarterly, 59(4), 705-735.

The contaminating effects of building instrumental ties: How networking can make us feel dirty.

After Virtue: A Study in Moral Theory. 

Consulting Psychology Journal: Practice and Research, 57(3), 210–221. 

Cautionary comments regarding the Myers-Briggs Type Indicator.

The human condition.

The Club Where You Bare Your Soul to Strangers.

Integrating norms and identities through social interaction. Political Psychology, 36(5), pp.543-557.

We must be the change we want to see in the world

Understanding Climate Change as an Existential Threat: Confronting Climate Denial as a Challenge to Climate Ethics

The Corrosion of Character: The Personal Consequences of Work in the New Capitalism.

Evidence-based therapy relationships: Research conclusions and clinical practices.

Atomic habits: An easy & proven way to build good habits & break bad ones.

An everyone culture: Becoming a deliberately developmental organization. 

Human Resource Management, 38(1), 3–15. 

Empowered self-development and continuous learning. 

Design for dying.

Journal of Management in Engineering, 20(4), 141–146. 

Team Effectiveness and Individual Myers-Briggs Personality Dimensions. 

BM2216 - Self-Development: Critical Analysis 2

BM2216-PRD2-PER-ALV1

Each session is designed to inspire further reading and start a discussion among students. The learning goals are not conclusive or necessarily convergent: the stimuli point into the unknown and to both the individual search and inner work as well as the political and collective sensemaking that requires broad and open-ended discussions. All sessions can take place virtually or face-to-face. Moodle will be used to administer the submission of the coursework and the feedback as well as other communications where needed. 
Each week is divided into three sections of roughly equal length: 1. A short talk based on interdisciplinary research on topic, 2. An exercise alone or with a peer, 3. A reflection in discussion groups (usually triads). The lead instructor of the cycle is present for all sessions to hold the space for the triads.  
For each lecture one key reading is provided in advance and it will be helpful to have read this text. For deeper reading and further expanding on the topic, at least one additional reading is provided.  
An individual or paired exercise follows the lecture and invites you to clarify the topic, converge on questions or simply exchange views about the topics proposed. 
A further group work, usually in triads, allows you to rotate through roles of sharing experiences or, in the alternative setting, assume one of three roles to go through the exercise. The fix (or interchangeable) roles are the person reflecting about their experiences, the active listener who asks questions, and the observer who takes a neutral stance to record the interaction dynamics. The first session in the course will introduce this triad communication work.

Self-Development: Critical Analysis 2

Apply practices of goal setting, network development and linking individual development to political change 

Skills

Recognize the situated nature of your identity, personality, values, upbringing and how this shapes your professional development 

Knowledge

View the exchange with peers as an opportunity to be heard and listened to without judgment and with an open mind 

Values and attitudes

Enter the debate about unexpected topics or unknowable subjects with an open mind 

Value your peers’ views and their attempts at articulating difficult topics 

Generate awareness of your emotional states and inner processes while discussing and articulating complex thoughts 

Articulate your personal values and personality traits in terms of your background and current position in life as they impact your thinking process 

Withhold judgment from discussions with your peers in groups in order to create psychological safety  

Experiment and apply contemplative practices in your daily routine 

Critically reflect upon your existing practices of goal setting, network building and practice formation  

Evaluate the value of contemplative practices, growth mindset and emotions in your personal and professional life 

Examine the impact that personal development can exert on social and political dynamics in your community or society at large 

Attempt to venture into foreign internal territory when experimenting with emotional states and contemplative practices 

Reflect upon your personal thinking and evaluation processes in a professional context of learning and discussing 

Demonstrate an appreciation of ethical issues as they relate to both the subject matter and the wider business world 