Dialogical leadership and development of working community and occupational well-being (5cr)

Evaluation scale

1-5

Objective

The student knows what work well-being and work-based well-being mean, as well as dialogue and dialogicality. The student understands the connection between work well-being and dialogicality and knows what appreciative and effective interaction means and how it is formed, as well as what a dialogical organizational culture is. The student knows and can implement the key principles of dialogical leadership and development. The student can analyze work well-being and work motivation and their significance as part of the strategic human resource management and development of the work community and the organization’s performance. The student can plan and lead strategy-based, dialogical measures to support the development and renewal of the work community and the entire organization. The student can assess their own competence in relation to the work life skills of all employees, as well as the competence requirements of supervisors and the operational conditions of a dialogical organizational culture.

Content

Appreciative and effective interaction
Dialogue, dialogicality
Dialogical organizational culture
Dialogical leadership and development
Work well-being, work-based well-being
Work motivation
Work life skills
Supervisor's competence in relation to dialogical organizational culture

Materials

Syvänen ym. 2015. Dialoginen johtaminen. Avain tuloksellisuuteen, työelämän laatuun ja innovatiivisuuteen. TAmpereen yliopisto. Yliopistopaino.
Piippo, S. ym. 2022. Dialoginen toimintatapa.SoteDialogit-hankkeen kehittämisopas työyhteisöille. Tampereen yliopisto.
Muu opintojaksolla ilmoitettu kirjallisuus

Teaching methods

Opetuskeskustelut, itsenäinen tiedonhaku ja työskentely, ryhmä- ja yksilötehtävät, käytännön harjoitukset

Student workload

Oppikurssin suorittaminen vastaa n. 135 t työskentelyä.

Assessment criteria, satisfactory (1)

The student has participated in the course activities. The student can name the basic concepts of the course. The student can examine and define the basic concepts of the course in the course assignments.

Assessment criteria, good (3)

The student has participated actively and constructively in the course activities. The student can analyze the terminology of the subject and can critically apply what has been learned to practical activities in the course assignments.

Assessment criteria, excellent (5)

The student has participated very actively in the course activities. The student can compare the terminology of the subject and can apply what has been learned in a versatile, critical, and creative manner in the course assignments, also reflecting it in practical activities. The student can develop creative solutions in their course assignments.