Login
English
Nederlands
Informatie over Honours Master 'Leadership: making the difference!'
Hieronder staan het programma en de vakomschrijvingen van Honours Master 'Leadership: making the difference!' Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (1. Personal Development Plan) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| hele jaar | verplicht | HCMPD00101 | Personal Development Plan | Engels | 1 | variabel | |
| Opmerkingen | Het hier gegeven overzicht voor studenten die in studiejaar 2017-2018 starten met het Master's Honours programma is nog niet compleet. | ||||||
| » Jaar 1 (2. Masterclasses) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | HCMMC00101 | MC Design Your Own Career in Science | Engels | 1 | variabel | |
| keuze | HCMMC00201 | MC (Neuro)biology of Leadership | Engels | 1 | variabel | ||
| keuze | HCMMC00301 | MC Innovation | Engels | 1 | variabel | ||
| keuze | HCMMC00401 | MC Leadership in War | Engels | 1 | variabel | ||
| keuze | HCMMC00501 | MC Thinking about Social Issues | Engels | 1 | variabel | ||
| keuze | HCMMC00601 | MC Leadership in Medical Ethics | Engels | 1 | variabel | ||
| keuze | HCMMC00701 | MC Leadership, Conflict, Social Change | Engels | 1 | variabel | ||
| keuze | HCMMC00801 | MC Ubuntu | Engels | 1 | variabel | ||
| keuze | HCMMC00901 | MC Responsability, Value and New Economy | Engels | 1 | variabel | ||
| keuze | HCMMC01001 | MC Leadership in Historical Perspective | Engels | 1 | variabel | ||
| keuze | HCMMC01101 | MC Leading the Energy Transition | Engels | 1 | variabel | ||
| keuze | HCMMC01201 | MC Leadership across Multi-levels | Engels | 1 | variabel | ||
| keuze | HCMMC01301 | MC Experiencing Leadership | Engels | 1 | variabel | ||
| keuze | HCMMC01401 | MC Political Leadership | Engels | 1 | variabel | ||
| keuze | HCMMC01501 | MC Clinical Governance | Engels | 1 | variabel | ||
| keuze | HCMMC01601 | MC Climate Law and Policy | Engels | 1 | variabel | ||
| keuze | HCMMC01701 | MC Value Driven Public Leadership | Engels | 1 | variabel | ||
| keuze | HCMMC01801 | MC In the LEAD | Engels | 1 | variabel | ||
| » Jaar 1 (3. Personal Development Workshops) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I | keuze | HCMPW00101 | Workshop The Art of Persuasion | Engels | 1 | variabel | |
| keuze | HCMPW00201 | Workshop Selecting Future Leaders | Engels | 1 | variabel | ||
| keuze | HCMPW00301 | Workshop Leading High Performing Teams | Engels | 1 | variabel | ||
| keuze | HCMPW00401 | Workshop Express Yourself as a Leader | Engels | 1 | variabel | ||
| keuze | HCMPW00501 | Workshop Sparkle When You Speak | Engels | 1 | variabel | ||
| keuze | HCMPW00601 | Workshop Your Talents and Employability | Engels | 1 | variabel | ||
| keuze | HCMPW00701 | Workshop ConnACT | Engels | 1 | variabel | ||
| » Jaar 1 (4. Leadership Labs) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I b en semester II a | keuze | HCMLL00204 | Leadership in Historical Perspective | Engels | 4 | variabel | |
| keuze | HCMLL00304 | Sustainable Business Models | Engels | 4 | variabel | ||
| keuze | HCMLL00404 | From Idea to Proposal | Engels | 4 | variabel | ||
| keuze | HCMLL00704 | 125th Anniversary GUF | Engels | 4 | variabel | ||
| keuze | HCMLL01504 | Jong en Oud Wonen Samen | Nederlands | 4 | variabel | ||
| keuze | HCMLL01604 | College Tour | Engels | 4 | variabel | ||
| keuze | HCMLL01804 | Creative Collaboration for Society | Engels | 4 | variabel | ||
| keuze | HCMLL01904 | Integration of Young Adults | Engels | 4 | variabel | ||
| semester II | keuze | HCMLL00504 | Work on Digital Safe Events | Engels en Nederlands | 4 | variabel | |
| keuze | HCMLL00604 | Falling Walls | Engels | 4 | variabel | ||
| keuze | HCMLL00804 | Summer School 'Illicit Trade' | Engels | 4 | variabel | ||
| keuze | HCMLL00904 | Summer School on ‘What about the Family? | Engels | 4 | variabel | ||
| keuze | HCMLL01004 | Creating a Climate for Change | Engels | 4 | variabel | ||
| keuze | HCMLL01104 | Studium Generale | Engels | 4 | variabel | ||
| keuze | HCMLL01204 | Things that Matter | Engels | 4 | variabel | ||
| keuze | HCMLL01304 | Bringing Science to the Province | Nederlands | 4 | variabel | ||
| keuze | HCMLL01404 | Energy Learning Activities | Engels | 4 | variabel | ||
| keuze | HCMLL01704 | Summer School 'Corporate Governance' | Engels | 4 | variabel | ||
| Opmerkingen | Let op: het overzicht van Leadership Labs voor cohort 2017-2018 is nog niet compleet. | ||||||
| » Jaar 1 (5. Masterwork) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester II | verplicht | HCMMW00105 | Master Work | Engels | 5 | variabel | |
| 1 | Bringing Science to the Province | HCMLL01304 | |||||||||||||||||||||||||||
| In 2015, Honours Master student Dennis Metselaar did a very successful project in which he tried to change the attitude of primary school children in Eastern Groningen, their teachers and parents, towards science and higher education. Dennis noticed that children (and adults) in this region experience science as difficult, unreachable and something they should not aim for. To change this attitude, he gave guest lectures about academia and his own research at his former primary school and invited a group to visit the university of Groningen. Since this approach turned out to be very effective, several parties wanted to continue this initiative and extend it to 25 schools in Eastern Groningen. The project received funding to achieve this. In the Spring of 2017, a group of Honours Master students has extended the original idea into a structural program that can be implemented at primary schools that already agreed upon participation. In this Honours College project, we ask you to translate your own research into an attractive guest lecture for primary school children, present it to the participating primary schools and organize and guide a complementing visit to the University. The Scholierenacademie will provide you with several lectures to prepare you for the tasks ahead. The project will be concluded with an evaluation lecture. In addition, we ask you to write a literature essay on one of the following subjects: -How to involve parents in bringing science to the province -How to popularize science among primary school students -A subject of your own choosing relevant to the objective of the project. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 2 | College Tour | HCMLL01604 | |||||||||||||||||||||||||||
| On the 8th of March 2018, former minister of Foreign Trade and Development Cooperation Lilianne Ploumen will receive the Aletta Jacobs Prize 2018. This prize is awarded to women with an academic background who significantly contributed to the emancipation of women (worldwide). Detailed information: http://www.rug.nl/news/2017/09/aletta-jacobs-prize-2018-goes-to-lilianne-ploumen) To further embody this award and its ceremony, the RUG wants to organize a ‘College Tour’-event on the morning of March the 8th to give students the chance to interview drs. Ploumen about her career and achievements. This Leadership Lab forms the core from which this College Tour will be organized. The students involved are free in characterizing this Tour, as long as a solid and responsible organization is realized. Drs. Lilianne Ploumen (1962) was minister of Foreign Trade and Development Cooperation in Rutte II. She studied Societal History on the Erasmus University in Rotterdam and worked for various NGO’s like PLAN, Mama Cash and Coraid. From 2007-2012 she seated the presidency of the Partij van de Arbeid (PvdA). Ploumen gained international fame for gaining funds for family planning for women in the Third World in reaction to the retreat of the U.S. (under Donald Trump) in this programme, leaving a shortage of 600 million dollars. At the moment, more than 300 million dollars is promised from NGO’s and governments worldwide. Since the last elections (2017), Ploumen is chosen (with preferred votes) in parliament for the PvdA, which is her current occupation. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 3 | Creating a Climate for Change | HCMLL01004 | |||||||||||||||||||||||||||
| This Leadership Lab serves to recruit up to two students to join a team of 3-4 people in total who will host a multidisciplinary summer school with the Faculty of Arts and the Green University. You will gain practical experience in event management, exercise communications and promotional skills. You will have to develop your multitasking skills in organizing the activities for a group of 25 people by planning in advance the activities of the week and monitor their implementation. "You will play a leadership role in the organisation of the 2018 summer school 'XXX. This specifically entails organising the logistics of the event. You will have a key communications role to ensure that participants, lecturers, partners and sponsors have information they need in the lead up to, during, and after the event. An important part of your role will be to manage the promotion of the summer school through traditional and innovative channels. You will be an on-site organiser during the summer school and for the wrap-up activities up to a week after the summer school." to transfer complex information, decision-making, to guide students, to cooperate with people, to organize, to structure complex tasks, to deal with unexpected issues. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 4 | Creative Collaboration for Society | HCMLL01804 | |||||||||||||||||||||||||||
| In this Leadership Lab offered by the Faculty of Arts students will collaborate creatively in multidisciplinary teams on real life cases. During 8 weeks they will be working on a solution for a societal organisation or enterprise assisted by professional experts and academic teachers. Diversity in teams is highly valued, so students from various studies and nationalities are welcome to participate. What will we do? The Lab aims to develop a creative and sound advice for external organisations that will fit into their working practice. Every team will work on a case and produce a scientifically and financial sound advice or a prototype of a solution to the problem. The teams will be formed in a first session exploring the knowledge and talents of all individuals. They will then choose the case they will be working on. The Lab finishes off by presenting the advice or prototype to the organization and a personal reflection. But it could also be the start of a new individual project, for example a Masterwork. This year’s cases “Cities in a changing world” All cases will be fit for a multidisciplinary team, but they will also give students a sense of what the regional cultural field looks like and show how a Humanities approach works. The students will be working on one of the following cases: Museum Dr8888 and its societal role Philanthropy and mecenat are important new potential sources of income in the cultural sector. The previous Dutch government has attempted to promote this practice by programmatically supporting the private sector to donate. An evaluation of this policy shows that private companies have indeed increased gifts after the crisis, but it is not clear whether the awareness of the possibilities has increased as well. The subject is of importance also because of the position of Leeuwarden as European Cultural Capital in 2018. Cultural institutions want to capitalise on global and local attention that event will generate, and create new, innovative and sustainable constructions for financing. The case is to develop such a strategy for the Museum Dr8888 in Drachten. The Oosterpoort/City Theatre: towards an inclusive audience base De Oosterpoort and City Theatre Groningen are the largest stages for the performing arts in Groningen offering a wide variety of musical and theatre performances. While Groningen is a young city (ca. 25% of the population is under 25, mostly students) this is not reflected in the composition of the audience of De Oosterpoort and City Theatre. Moreover, the growing internationalization of the city necessitates devising strategies to reach international students and other residents with roots abroad. The project team is asked to devise a strategy to reach out to this particular demographic. www.rug.nl/let/creative-collaboration | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 5 | Energy Learning Activities | HCMLL01404 | |||||||||||||||||||||||||||
| In this Leadership Lab the student will participate in a specific project from the Energy Academy Europe, T-shape. In a subproject, the student will work in a team which organizes the programme of Energy Learning Activities. These activities are open for students of the Hanze University of Science, University of Groningen and other people who are interested in the different topics around energy transition. We organize around 20 activities a year, all in English. The student will be part of the team and will get his/her own tasks and responsibilities. He/she will practice the managing, budgeting, coordinating, communicating, and cooperating skills, through organizing one or more events within our programme. This is from the start (contacting a speaker), to the practical issues (arranging a room, making promo’s, contact students), until the final event. The student will lead this event and host it together with the other team-members. Including a small introduction about the speaker during the event. Next to this, the student will think about a programme of Energy Learning Activities for the next academic year, together with the team. What should be in the programme? What subjects do students like? The last task is to help developing a student-community for energy-students at Hanzehogeschool or RUG. Energy Academy Europe just started the development and wants you to think about this community and help organizing the first events. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 6 | Falling Walls | HCMLL00604 | |||||||||||||||||||||||||||
| We offer you the unique opportunity to help us with the organization of the Dutch qualifying round for an international well known competition. In this competition people under 35 years of age will present their breakthrough ideas in science and society, in pitches lasting no more than three minutes. This “Falling walls” event ends with a finale in November 2018 in Berlin. Please check out: http://www.falling-walls.com/ Qualifying rounds for the final will take place in New York, Moscow, Cairo, Thessaloniki, Johannesburg and in – for the fourth time – Groningen. The Groningen event will take place before July, 15. We look forward to team up with you as co-organizers to help us with the organization of the qualifying round in Groningen. You will get the chance to experience specific skills while performing tasks which makes you partial responsible for the organization of such a big event. The leadership lab will consist of engaging in seven tasks, as well as writing a report to reflect the student’s experience and learned objectives. The seven tasks are: - Logistics and organization of the event - Getting public attention (press, TV); making it into a media event - Getting a minimum of 30 contestants who will participate in the lab and present their pitch - Finding a jury - Finding a moderator for the event - Finding sponsorship for the event - Using the event as a forum for exposure of talent; finding talent scouts/employers/venture capitalists to attend the event | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 7 | From Idea to Proposal | HCMLL00404 | |||||||||||||||||||||||||||
| Dreaming of a successful future in science? This course offers a step-by-step approach to help you start your own career. From preparing and drafting an effective project proposal to understanding how reviewers will evaluate such an application, the leadership lab provides guidance to enhance your skills and combine them with those of others who can support you on the road to success. Learn how to generate original and feasible ideas for you project, strategically prepare and optimize your plan and résumé, develop a convincing title and abstract, and convert reviewers’ comments to your advantage. With numerous valuable tips, real-life stories, novel practical exercises, and a wealth of honest and constructive feedback. This course teaches how to step into the shoes of funding agencies, evaluation panels, and reviewers; it provides everything you need to optimize your funding opportunities and take responsibility for your own career. It teaches how to generate and use feedback to improve you opportunities in a competitive environment. The students will do the following things: - Develop original ideas - Improve presentation and writing skills - Work on a convincing CV - Make effective use of a network - Practice evaluation skills | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 8 | Integration of Young Adults | HCMLL01904 | |||||||||||||||||||||||||||
| Jobpoint Groningen is a labour market training center for young adults. Professionals of Jobpoint give advice and support to young adults who have difficulties with finding and maintaining a job. For some young adults the transition into the labour market is too difficult, and other forms of daily activities are more appropriate. Professionals of Jobpoint help these young adults with applying for benefits, and with trajectories to enroll in school, training, or daily activities (in Dutch: Dagbesteding). The majority of the clients of Jobpoint have mental health problems (e.g., anxiety, behavioral problems, AD(H)D, Autism Spectrum Disorder). For them it is extra challenging to have meaningful daily activities. Due to their problems, they are less motivated and experience barriers that hinder them to be engaged in education, meaningful daily activities, or (voluntary) work. Consequently, a high number of young adults with mental health problems are inactive (e.g. do not go to school or work) and stay at home. Therefore, we want to know which successful factors and failing risks, clients of Jobpoint are facing when searching, finding and maintaining meaningful daily activities The current assignment is to make an inventory of success and risk factors for clients of Jobpoint to find and maintain a meaningful daily activity (either school, work or special activities). This inventory will be based on a literature review and on interviews with clients and professionals. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 9 | Jong en Oud Wonen Samen | HCMLL01504 | |||||||||||||||||||||||||||
| Zowel in Nederland als in andere landen blijkt behoefte te zijn naar nieuwe woonvormen, door zowel demografische-, sociale ontwikkelingen en ontwikkelingen in de zorg . Een van de nieuwe vormen is het zogenaamde intergenerationele wonen, waar jong en oud gaan samenwonen. Naast experimenten die plaatsvinden in zorginstellingen, waar studenten in ruil voor een aantal uren vrijwillige inzet gratis wonen, zijn er ook experimenten waarbij jonge mensen een kamer bewonen bij alleenwonende ouderen. Voor ouderen geldt immers dat zij steeds langer zelfstandig wonen. Humanitas in Groningen gaat op basis van een burgerinitiatief onderzoeken wat er mogelijk is om een project op te zetten waarin studenten in Groningen samen gaan wonen met een alleenstaande oudere (zie bijlage 1 voor de vraag van Humanitas). Daarvoor hebben ze advies nodig van een interdisciplinaire groep studenten. Waarbij de volgende vragen relevant zijn: - Hoe vind je een goede match tussen oudere en student? (strakke regels of ‘gevoel’) - Hoe ziet het juridische speelveld eruit waar rekening mee moet worden gehouden? (wat zou er in een contract moeten komen) - Welke betrokken zijn relevant en welke taken en verantwoordelijkheden zijn te verdelen? (hoe organiseer je een en ander) | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 10 | Leadership in Historical Perspective | HCMLL00204 | |||||||||||||||||||||||||||
| In the practicum the students will use what they learned from the lectures in the masterclass ‘Leadership in Historical Perspective’ as they further explore, in small groups, the qualities of historical leadership in their cultural and historical contexts. The student will acquire knowledge of different leadership styles and qualities and also the knowledge of the dependency of leadership and style effectiveness on social/cultural/political context. The ultimate result of this lab will be a collection of poster presentations depicting various leaders in their historical contexts. This will be executed as follows: The students will divide themselves into groups of three. Each group will select a leader from one of the historical periods discussed during the lectures from ‘Leadership in Historical Perspective I’ – this does not have to be a political leader, it can also be an industrial or scientific leader, for example. Using primary and secondary sources, each group will examine this historical leader close up –e.g. political, social, media, personal– with the prime goal of interpreting what it was that made these leaders effective. The results will be presented in poster format, with a short verbal presentation, and will be on exhibition in the university. Leadership skills that will be practiced: effective communication, to transfer complex information, to practice verbal skills, decision-making, to persuade people, to motivate people, to cooperate with people, to organize, to realize the importance of understanding the context of leadership. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 11 | Master Work | HCMMW00105 | |||||||||||||||||||||||||||
| The masterwork is the final project of the Master's Honours programme. During your masterwork you have to demonstrate that you can put the knowledge you have gained and the skills you have learned into practice by designing and implementing your own project. The Faculty Coordinator will assess whether the proposed project is a suitable tool for testing if the student can successfully apply the acquired knowledge and skills in the field of leadership and if this project meets the requirements. The topic and design of the Masterwork must reflect the student’s ability to achieve the learning outcomes of the Masterwork. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 12 | MC Climate Law and Policy | HCMMC01601 | |||||||||||||||||||||||||||
| The course will consist of four interactive and research driven meetings where we analyse and discuss Climate law and policy. Students do independent research and give presentations. Each week is dedicated to a particular topic: - Climate science and Paris - Smart instrument mixes - Linking of Climate policies (EU, Korea, China) - Linking of Climate policies (US climate policy) Given the limited time and scope of the course our ambitions are modest: To offer an introduction into the complexities of Climate law and policy. At the end of the course students will be able to engage in academic discussions on climate change, evaluate the usefulness of different instruments in different circumstances and have a basic knowledge on national climate change policies and the challenges posed by ‘linking them’. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 13 | MC Clinical Governance | HCMMC01501 | |||||||||||||||||||||||||||
| Despite the high international ranking on quality of medical care in the Netherlands the quality and safety of patient care are debated. Examples of failure are the high mortality rate in cardiac surgery unit of the UMC St Radboud; the death of a patient treated in separation in the psychiatric hospital AMC de Meren and recently also in Deventer; the death of a patient during surgery because of a fire affecting the operating theatre in Almelo; a dysfunctioning neurologist in Enschede and the high mortality of patients undergoing stomach surgery for treatment of obesity in Emmen. All these incidents have decreased the acceptability for medical mistakes, which has led to increased supervision and number of inspections by the “Inspectie voor de Gezondheidszorg” and the “Onderzoeksraad voor de Veiligheid”. To be able to maintain a high international ranking we will have to change the organisation of our medical care and this has led to increased awareness of the relavance of good and improved (clinical) governance. In this masterclass we will illustrate clinical governance with practical examples provided by specialists in the field. Furthermore we will explore the preferred way of conceptual thinking and its consequences for leadership development. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 14 | MC Design Your Own Career in Science | HCMMC00101 | |||||||||||||||||||||||||||
| The students will experience what it is to show leadership, either through examples from others or by means of workshops and assignments. They are invited to construct a one hour workshop based on the course book one/two weeks prior to the course (there is a bonus involved if they take up this challenge successfully) or in the wake of the course. During the course they are challenged to test their own ideas, and further develop their general and personal insights. There will be time for questions and discussions - both with the trainers and the speaker, as well as within the group. After the actual master class students draw up a personal career plan in which they incorporate insights gained during the course, and report back on discussing this plan with an expert as well as a close acquaintance or relative. The course provides opportunities to show initiative, to plan and organize independently; it increases insights in leadership processes and personal strategies. The central questions addressed are: - What is important to me? Where do I position myself in five years’ time? - What qualities and skills do I need to develop in order to achieve my personal/career goals? - What makes an academic career successful, and what does it take to make it happen? - What steps can I take in the near future, and do these steps differ per academic field? This module explains the build-up of careers, primarily within the academic world. We start with exploring personal dreams and ideas, and how they can become the basis for a successful and satisfying career. We will then discuss personal skills and talents that contribute towards leadership qualities, and explore how these qualities have played a role in the career of a successful scientist. This module helps explore the route towards a subsequent PhD trajectory – the highest level of education. Within three weeks after the course students must have handed in five assignments, all of which related to the steps to take after their graduation. Their written work must be based on the course book. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 15 | MC Experiencing Leadership | HCMMC01301 | |||||||||||||||||||||||||||
| People sometimes emerge as leaders because of the way they behave. They have charisma, a clear presence, or a natural gift to connect with their followers. But what about their behavior makes them a good leader? In this masterclass we want to answer this question from a social psychological perspective. However, the focus of this masterclass is not on theory, but on experiencing what leadership means in practice. Together with a professional choreographer we explore, by means of movement, posture and expression, how a good leader behaves. The following questions will be addressed: How does it feel to lead or follow, how do group dynamics change under different leadership styles, and what happens in groups without a leader? Please be aware that this masterclass requires physical participation. We therefore recommend you to wear comfortable/sports clothes. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 16 | MC In the LEAD | HCMMC01801 | |||||||||||||||||||||||||||
| In this masterclass, across three lectures, we will delve into the intricacies of leadership research. In the first session, we will cover the development of leadership research of the past century. Specifically, we will focus on how leadership research has evolved from the trait approach, through the behavioral, power-influence, and contingency approaches, all the way to the integrative approach. In the second session, we will cover the importance of context for leadership in theory and practice. Specifically, we will focus on different theoretical and practical examples in which context dictates when, why, and how leadership is most effective. In the third session, we invite the participants of the course to present a case that demonstrates how context influences leadership processes. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 17 | MC Innovation | HCMMC00301 | |||||||||||||||||||||||||||
| The course is organized in 3 three-hour sessions (attendance obligatory). In the first session, the core innovation concepts, typologies and processes will be introduced through applying the Serious Lego Play methodology. The two remaining sessions will each address a specific innovation management topic. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 18 | MC Leadership across Multi-levels | HCMMC01201 | |||||||||||||||||||||||||||
| Max van den Berg’s career has taken him across a wide array of political and management positions. These include city councillor in Groningen, party chairman of the Dutch Labour party, director of the development organization Novib, member of European Parliament and Commissary of the King in Groningen. He now brings his experience with leadership in governance from across all these different positions and levels of governance to an Honours Masterclass. In an interactive fashion, Max van den Berg will help students explore the issues and solutions of case studies from different periods (age as well as positions) in his own career, and the valuable lessons on leadership they provide. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 19 | MC Leadership, Conflict, Social Change | HCMMC00701 | |||||||||||||||||||||||||||
| Cognisant of the fact that leaders find themselves in contexts of conflict, either amongst the people they lead, or between them and the people they lead, and aware of the multiple levels of conflict, this masterclass will focus on the discourse and practice of leadership in relation to conflict and social change. It will offer the students some relevant theoretical and practical insights, to expand their knowledge on sources of conflict, types of conflict, responses to conflict as well as the strategies to resolve and transform. - Before the masterclass: Students will put down their thoughts and ideas on leadership in conflict transformation (what is conflict, leadership, transformation, what skills does it require, how they see their own leadership aspirations in relation to the theme, what they hope to learn). - After reading the literature: they answer some reflective questions. - After the masterclass: they reflect on their experiences in the workshop, what they learned, what was most insightful, how it influenced their ideas on conflict transformation as well as on their own development as a potential leader, which skills they would like to develop further. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 20 | MC Leadership in Historical Perspective | HCMMC01001 | |||||||||||||||||||||||||||
| Each professor will supply a key text that the students will have read ahead of time. Students will then engage in discussion, with the professor and the group. Each session is organized by a different team of students. What can we learn from history when it comes to leadership? When we study leaders from the past, questions arise that remain crucial in our own time. How important is manliness, or motherliness? How are reputations established and destroyed? How do local leaders operate in global power structures? In this Masterclass we will explore these themes to understand how leadership functioned in different historical contexts, from modern times to antiquity, for men and women, from private life to public life. We will discover the different kinds of leadership that have evolved over the ages, which ones were successful, but also which ones were not. These sessions provide a unique historical laboratorium where theoretical ideas can be tested against historical practices. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 21 | MC Leadership in Medical Ethics | HCMMC00601 | |||||||||||||||||||||||||||
| Technological developments have provided tools to deal with many consequences of premature birth and congenital anomalies. However, there are still conditions that we cannot treat and cases where treatment fails. The decision when to start and when to withhold or withdraw treatment in individual cases is very difficult. Even more difficult are the decisions regarding end of life measures in infants who have no hope for improvement and lead a life of severe suffering that can not be alleviated. This scenario of potential consequences of high-tech support is also well known in adult medicine.When should we withhold and/or withdraw support and when and how can an autonomous person decide that enough is enough if suffering becomes hopeless and unbearable? This masterclass will introduce the participants to the practice and ethics of end-of-life decision making. We will talk about the ethical dilemmas and learn about the different perspectives of the healthcare providers, the nurses, parents, children and other stakeholder. Well reflect on the leaderships roles connected to these perspectives. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 22 | MC Leadership in War | HCMMC00401 | |||||||||||||||||||||||||||
| The business of military leaders is war. But an army is not a corporation and a military leader is not a manager. Your primary task as a military leader is preparing soldiers for war and - someday, somewhere - leading them into battle. Leadership ‘under fire’ comes with crushing and awful responsibilities. You have to make decisions that can and do cost lives, to see men under your command killed and injured and to be under the most intense pressure imaginable for every minute of every day spent in combat. A clear cut prescription for military leadership does not exist, nor a prescribed style of leadership. What can be said, though, is that leadership in war is a combination of example, persuasion and compulsion, dependent on the situation. ‘The situation’ however is fluid, constantly changing, covered in the ‘fog of war’ according to the famous Prussian military theorist Carl von Clausewitz. This ‘fog’, combined with the realities of battle such as exhaustion, danger, death and fear create what Clausewitz termed friction. "Everything is very simple in war, but the simplest thing is difficult. These difficulties accumulate and produce a friction, which no man can imagine exactly who has not seen war.“ To better understand leadership in war we have to understand friction. The battlefield is a terrible place, still, as Clausewitz stresses, it’s a place we have to ‘see’ if we want to know more about how military leaders get things done - or fail trying. This masterclass will focus mainly (but not entirely) on junior leaders i.e. second lieutenants. Together we will look at many different subjects such as the relationship between the leader and his ‘followers’, you in the chain of command, how to make an estimate of the situation, how to use the five paragraph field order, the loneliness of command, the mask of command, et cetera. It is definitely not a crash course in tactics and strategy. During this course you could be challenged to show your leadership potential. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 23 | MC Leading the Energy Transition | HCMMC01101 | |||||||||||||||||||||||||||
| The course starts with discussing the main reasons why a pursuit of a more sustainable energy system based on renewables is considered crucial for the 21st century. Supported by many practical examples of both ongoing struggles towards a more sustainable energy system and of key innovations that are occurring, both the complexity of this pursuit and possible avenues for coping with this complexity are illustrated. Through discussing the notion of transitions and in its wake transition management, it is explained that common governmental and societal policy approaches (bureaucracy, market based instruments, communicative tools) all have important limits in making an impact on the desired transition. Most notably, the course will discuss that there is a lack of ownership of the energy transition of any single institution or actor. Students are to study some of the prime problems related to ownership of the energy transition and how this reflects on possibilities to ‘lead’ an energy transition and who is to be involved in taking a ‘lead’. To do so, students are to defend a specific statement on leading the energy transition. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 24 | MC (Neuro)biology of Leadership | HCMMC00201 | |||||||||||||||||||||||||||
| The master class will be given in 2 blocks of 3,5 hours each. Three topics will be addressed: a. evolutionary origin of leadership, b. biology of personality, c. neurobiological basis of leadership. Each topic will be introduced by one or two lectures followed by discussions in small groups on a few challenging statements. The course will be completed by an individually written report of about two pages summarizing the main line of reasoning of the entire course. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 25 | MC Political Leadership | HCMMC01401 | |||||||||||||||||||||||||||
| Political leaders have to acquire power in order to realize their ideals and winning power in the modern world of elections entails winning the hearts as well as the minds of citizens. The lectures will elaborate on and illustrate the double edginess of this requirement as well as the paradoxes it creates. Students need to prepare for the first lesson by submitting a video clip showing a president, prime minister or opposition leader in action (For more details see the assignment on the course site in Student Portal). During this lesson Nicolle Zeegers will address the most important theories and styles of leadership in the context of different systems of government using the video clips for illustration. Also the second and third lesson will be organized around assignments. The assignment is to write an essay of a 750 words (max), reflecting on a thesis concerning William of Orange’s (one half of the group) or Jolande Sap’s (other half of the group) political leadership. In the second lesson Aron Brouwer will address how in the 16th centuries’ Low Countries the first leader coped with the paradoxes and dilemma’s introduced above; in the second lesson, Jolande Sap, political leader of the Dutch Green Left from 16 December 2010 until 5 October 2012 will focus on current oppositional leadership in this context. In the fourth meeting we will reflect on what we have learned about political leadership and on whether the learning outcomes are reached. Again video clips of political leaders in action will be shown and discussed in order to exemplify ideas concerning political leadership. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 26 | MC Responsability, Value and New Economy | HCMMC00901 | |||||||||||||||||||||||||||
| This Master class will not be limited to economics but focuses on new developments in our (local) society. Local development means in the traditional way, setting up business and trying to create conditions that will facilitate the creation of new business activities. This looks like traditional business in which the ultimate purpose is realizing profits, needed as a reward for entrepreneurship and needed as investment tools for the continuation of the company. Local development in the modern way means that besides economic activities social initiatives are also part of the local development and should be studied and facilitated. In this Master class we want to develop a new perspective on local development that could contribute to local economic and social development. This perspective is based on ideas from the field of Circular Economy (see the Ted talk of Rotmans) and Weconomy (see the Ted talk of Jan Jonker). The focus will be on three elements: (1) responsibility for what will be produced and how, (2) which values and whose values are or can be involved, and (3) new ways of thinking in economics. You as participants will compare (for example by interviewing) four developers of social /new projects in terms of: which values are central, which participants are (intended to be) involved and finally what can be the role of these new projects for the local development of a region? We hope to discuss with the participants and four developers the results of the comparison. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 27 | MC Thinking about Social Issues | HCMMC00501 | |||||||||||||||||||||||||||
| This Masters Honours leadership course (1ECTS) provides an opportunity to develop an interdisciplinary understanding of the social and human rights issues associated with real large development projects (e.g. mines, dams, highways, railways, major infrastructure, etc.). It will also consider how these social issues might be managed better. Enhancing benefit and creating shared value will be considered alongside mitigating negative social impacts. Ideas drawn from the fields of corporate social responsibility (CSR), human rights, social performance and social impact assessment & management will be introduced and applied to real life situations. Concepts like ‘social license to operate’, ‘social risk’, ‘human rights due diligence’, and ‘free, prior and informed consent’ (FPIC) will be introduced. Other topics discussed may include: sustainable livelihoods; ecosystem services; social inclusion, resilience and vulnerability, gendered impacts, cumulative impacts; social investment, local content and local procurement, grievance mechanisms, and other emerging ideas. Although a mining case study from a developing country will be used for teaching purposes, the concepts will be general and potentially apply to any sector in developed as well as developing country contexts. The teaching format will be a one-day, interactive training course; with assessment based on the subsequent group discussions of a case study. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 28 | MC Ubuntu | HCMMC00801 | |||||||||||||||||||||||||||
| Beginning with a short overview regarding Ubuntu as defined in South African management literature, we will focus on what it means to reflect on Ubuntu in two ways: first of all from the empirical perspective and secondly from the perspective of globalization. This master class will begin with a lecture on the concept of Ubuntu and both perspectives. Based on empirical research carried out with young researchers (Master students), we will also describe how this concept can be situated in management theories. We will close this part with relating the concept of Ubuntu to the participants themselves. In the second part, the participants, during this day, will have to learn what this concept is about and reflect on this. In small groups, several aspects of this concept and the two perspectives will be worked out and at the end of the day this must be presented. In the third and last part at the end of the day the participants are able to create a general overview of Ubuntu as an African Management style and start thinking how this can be used in the global world. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 29 | MC Value Driven Public Leadership | HCMMC01701 | |||||||||||||||||||||||||||
| Creating public value -health, safety, culture, etc.- can be seen as the core business of organisations in the public domain. But how can we maximize public value with limited resources? How do we decide which objectives should be given priority? How do we involve stakeholders with different interests and perspectives? These are some of the main challenges for leaders in the public sector. In the masterclass we will provide a brief overview of different perspectives on leadership and creating value in the public sector. Also, basic methods of stakeholder analysis and public value assessment will be presented. Students will be able to apply these methods and perspectives on actual cases. We will also invite one or more public sector leaders to talk about the dilemmas they face when creating public value. The masterclass will be finalized by a group assignment. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 30 | Personal Development Plan | HCMPD00101 | |||||||||||||||||||||||||||
| At the Honours College, we believe Master’s Honours Students should be able to become the leaders they want to be. Therefore students can decide for themselves which skills and knowledge they want to acquire. To keep track of the development of these skills and this knowledge, the students write a Personal Development Plan. This plan begins with the start document. In this document, the student indicates which skills and knowledge he/she wants to acquire, why he/she wants this and how he/she plans to acquire those skills and this knowledge. The objectives of the students have to be in line with the learning outcomes of the Master’s Honours Programme. During their time in the Master’s Honours Programme, students keep track of their development in the Personal Development Plan and portfolio. At the end of the Master’s Honours Programme, the Personal Development Plan is concluded with a final reflection report in which the students present a comprehensive overview of what they have learned, and to what extent they have realized their learning objectives. In this way, students can become the leaders they want to be. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 31 | Studium Generale | HCMLL01104 | |||||||||||||||||||||||||||
| SGG offers a leadership lab for a creative master Honours student with organizational skills and a broad interest in science. You will work independently under the guidance of an experienced SGG-program maker. Students will work on the following tasks: - To conceive an original and attractive series of lectures in April 2018 (3 or 4 evenings) about a theme to be determined. The main target group of this series are the students of the University of Groningen and the Hanze University of Applied Sciences. We have several themes for lecture series but your ideas are also welcome! -To make a plan of action for the lecture series. -To find and invite suitable speakers and make concrete agreements about the theme and set-up of the evening. -To make a publicity plan, in co-operation with the staff members organization and publicity. -To write an appealing publicity text for the flyer, poster, website and social media. -To act as host(ess) during the evening of the lecture. -To make an evaluation report of the lecture series | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 32 | Summer School 'Corporate Governance' | HCMLL01704 | |||||||||||||||||||||||||||
| This Leadership Lab serves to recruit up to two students to join a team of 3-4 people in total who will host a multidisciplinary summer school with the Faculty of Economics and Business titled Corporate governance and the effectiveness of boards that will be organized from 9-13 July in Groningen. You will gain practical experience in event management, exercise communications and promotional skills. You will have to develop your multi-tasking skills in organizing the activities for a group of 15-20 people by planning in advance the activities of the week and monitor their implementation. You will gain insight into corporate governance and board effectiveness and how this affects decision making and performance of listed companies. You will play a leadership role in the organisation of the 2017 summer school Corporate governance and the effectiveness of boards. This specifically entails organising the logistics of the event. You will have a key communications role to ensure that participants, lecturers, partners and sponsors have information they need in the lead up to, during, and after the event. An important part of your role will be to manage the promotion of the summer school through traditional and innovative channels. You will be an on-site organiser during the summer school and for the wrap-up activities up to a week after the summer school. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 33 | Summer School 'Illicit Trade' | HCMLL00804 | |||||||||||||||||||||||||||
| This Leadership Lab serves to recruit up to two students to join a team of 3-4 people in total who will host a multidisciplinary summer school with the department of International Relations and International Organization titled 'Illicit Trade’ that will be organized 9/14 July 2018 in Groningen. Knowledge the student will acquire: You will gain practical experience in event management, exercise communications and promotional skills. You will have to develop your multitasking skills in organizing the activities for a group of 25 people by planning in advance the activities of the week and monitor their implementation. You will gain insight into the money laundering and illicit practice export practices as a way to acquire expertise to best fight those challenges. Activities the student will do: You will play a leadership role in the organisation of the 2018 summer school 'Illicit Trade'. This specifically entails organising the logistics of the event. You will have a key communications role to ensure that participants, lecturers, partners and sponsors have information they need in the lead up to, during, and after the event. An important part of your role will be to manage the promotion of the summer school through traditional and innovative channels. You will be an on-site organiser during the summer school and for the wrap-up activities up to a week after the summer school. Leadership skills that will be practiced, e.g.: to transfer complex information to work with diversity decision-making to guide junior students to cooperate with people to organize to structure complex tasks | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 34 | Summer School on ‘What about the Family? | HCMLL00904 | |||||||||||||||||||||||||||
| This Leadership Lab serves to recruit up to two students to join a team of 2-3 people in total who will host a multidisciplinary summer school at the Faculty of Medicine titled on ‘What about the family?' - An interdisciplinary course on ethical issues in health care, with a special emphasis on genetics. The Leadership Lab is especially of interest for students in medicine, philosophy, ethics, sociology, psychology and law. Description of the Summerschool: Recent developments in healthcare and social care policy are challenging the scope of and theoretical justification for claims based on notions of family responsibility. The considerations cover a wide range, from normative issues of (for example) the basis on which we should expect responsibility to be present, to empirical considerations of how responsibilities come to exist and are enacted in a range of familial situations. This Summerschool will explore new theoretical and practical approaches to address the challenges posed by responsibilities generated by new forms of healthcare practice. In particular, we will examine the significance of people’s key relationships (such as with family and community), and how people deliberate and decide about their responsibilities. As a special field of interest, issues in genetics and screening is chosen. In the field of genetics, family is the context in which decisions are made and modulated. But it is also the other way around: genetics itself lead to new forms of kinships dependencies. Research questions and themes to be addressed include (1) what ‘family’ means; (2) negotiating responsibilities; (3) familial roles in decision making; and (4) justice within families. - Participants will enhance their knowledge and understanding of the theoretical approaches to ethics of families, and their applications, especially on the field of genetics, screening and decision-making. - Participants will have ample opportunities to present their own research and benefit from feedback from internationally renowned scholars. This summerschool will be organiszed for the second time and can be seen as the outcome of an international collaboration between several internationally renowned scholars, subsidized for by a network grant of NWO during the period of 2014-2017. See for more information about this network See also http://www.familyethics.net/ Prof. dr. Marian Verkerk is the academic lead and coordinator of this week-long summer school, taking place in 13 -19 August 2018 in Groningen Knowledge the student will acquire: You will gain practical experience in event management and exercise communications and promotional skills. You will gain insight into the interdisciplinary research on the philosophical and moral implications of the changing nature of responsibilities to care in health work. The activities the student will do: You will play a leadership role in the organisation of the 2018 summer school “What about the family?”. This specifically entails organising the logistics of the event. You will have a key communication role to ensure that participants, lecturers, partners and sponsors have information they need in the lead up to the event. An important part of your role will be to manage the promotion of the summer school through traditional and innovative channels. Leadership skills that will be practiced, e.g.: effective communication operating interdisciplinary to transfer complex information to practice verbal skills to practice listening skills how to use your network to work with diversity decision-making to persuade people to motivate people to cooperate with people to organize | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 35 | Sustainable Business Models | HCMLL00304 | |||||||||||||||||||||||||||
| In this leadership lab we develop a new perspective on (local) development that could contribute to (local) economic and social development. This perspective is based on ideas from the field of Circular Economy (see the Ted talk of Rotmans) and Weconomy (see the Ted talk of Jan Jonker). The focus will be on three elements: (1) responsibility for what will be produced and how, (2) which values and whose values are or can be involved, and (3) new ways of thinking in economics. You as participants will compare (for example by interviewing) four developers of social /new projects in terms of: which values are central, which participants are (intended to be) involved. We also want to include discussions on your own values and opinions related to these questions and how these values can influence your own choices in becoming a leader. We hope to discuss with the participants and four developers the results of the comparison. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 36 | Things that Matter | HCMLL01204 | |||||||||||||||||||||||||||
| In the first part of the leadership lab, the team, ie. the three course tutors and the Honours students set up a virtual learning environment: the international classroom. The Honours students guide and support the summer school participants in their virtual learning tasks. Subsequently they support and guide the participants in their on-site learning experience in Groningen. Knowledge the student will acquire: a)To acquire new knowledge in a multidisciplinary environment, being engaging with new digital learning tools in an international academic environment b)To acquire new knowledge in a multidisciplinary environment, being the tension between materiality and digitization in the study of the past Activities the student will do: •Setting up and maintaining an online learning environment. •Supporting and guiding students virtually and on-site. The student should have an affinity with and interest in virtual learning tools (further training will be provided). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 37 | Work on Digital Safe Events | HCMLL00504 | |||||||||||||||||||||||||||
| 1. Introduction: Digital Event Safety In 2018, Leeuwarden is the European Capital of Culture and the city has a large number of events . They must be well organized and therefore also safe because the city presents itself to the country, Europe and the world. The mayor supervises the security of the events (Article 174 paragraph 1 Gw). As far as known, 'digital security' is not yet an issue in judging the safety of an event. Any event where networked digital devices plays a role in the movement of motion, data storage, image or sound, poses a digital security risk. Security of events is a matter for now and the future and therefore good foundation must be laid. Practical research may help. Questions to investigate are: 1. What threats can endanger the digital security of an event? 2. What requirements regarding digital security can the mayor reasonably put to the organizer of an event? 3. Should compliance with those requirements be verified? If so, by who and how? 4. What can the mayor do when he receives information that a system of an event is threatened? 5. What must or can the mayor do when a system is successfully attacked digitally? These questions focus on different links of the security chain, especially proactivity, prevention, preparation and repression. The research is benefited from a multidisciplinary approach, because the subject not only asks for issues of administrative law (eg, what is reasonable, who is responsible) but also technical (eg what is possible, where are weaknesses ) And criminological (eg how do attackers/hackers work, what is punishable). The result of the research is a first version of a 'Guide Digital Safe Events', possibly in the form of an app. The guide will be future oriented and so designed that it can be easily developed to a next stage. Knowledge the student will acquire: Knowledge on safety, safety risks of events using digital technique and knowledge on responsibility for the safety of digital events ( knowledge on administrative and criminal law, technical knowledge and criminal law and criminological knowledge) The activities the student will do: Analysis of documents; case studies; field research: interviews, systematical reporting; cooperation, teamwork, discussions with a client, presentations Leadership skills that will be practiced: - operating interdisciplinary - to write a policy or vision essay - to practice verbal skills - to cooperate with people - to make a clear analyses of a problem | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 38 | Workshop ConnACT | HCMPW00701 | |||||||||||||||||||||||||||
| In deze workshop vergroot je je palet om flow te creëren in gesprekken. Of u nu een sollicitatiegesprek voert, in gesprek met collega's of samenwerkt in interdisciplinaire teams; Je zult je meer inzicht krijgen in je eigen gedrag, en dat van anderen, in interpersoonlijke situaties. Vraag jezelf eens af: Hoe maak jij contact? Wat voor gevoel geef je anderen, wanneer je met ze spreekt en samenwerk? Durf je het experiment aan om nieuwe dingen te proberen in communicatie? Vertrouw je vooral op je verstand, of speelt je onderbuikgevoel ook een rol? In deze workshop kan je jezelf uitdagen om te onderzoeken hoe je neigt te reageren op bepaald gedrag van anderen. Je krijgt inzicht in de vaardigheden die je al bezit om aan te sluiten. En je kan ontdekken welke vaardigheden je nog verder wilt ontwikkelen. Deze vaardigheden stellen je in staat om vanuit verbinding hen te stimuleren om met je te werken naar een doel. We zullen o.a. gebruik maken van het DISC-model van dr. William Marston. Trainer Eva Pantelakis zal functioneren als trainingsactrice en procesbegeleider. We zullen uitdagende situaties uitoefenen. Studenten ontvangen persoonlijke feedback, evenals praktische oefeningen om hun lichaamstaal, mimiek en stemgebruik verder te ontwikkelen. Zo kunnen ze zich het non verbale en verbale gedrag dat past bij de 4 verschillende communicatievormen van het DISC-model sneller eigen maken. Of u nu meer vrij, meer verbonden of krachtiger in gesprekken wilt voelen, is er een plek voor u in deze inspirerende workshop. Beschrijving: Na het volgen van de 2 bijeenkomsten begrijp je hoe je kan reageren vanuit de 4 verschillende communicatie stijlen. Je bent je bewust van hoe je jouw lichaamstaal, mimiek en stemgebruik kan inzetten om situaties te beïnvloeden. Je weet hoe je “ConnACT”. Je hebt inzicht in je eigen gedrag en hoe je meer connectie kan creëren met anderen. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 39 | Workshop Express Yourself as a Leader | HCMPW00401 | |||||||||||||||||||||||||||
| We will work with the model of Leary’s Rose and practice challenging situations. Eva Pantelakis will function as training actress and trainer. We will practice challenging situations. Students will receive case sensitive, personal feedback, as well as practical exercises in body language, facial expression and vocal training to develop leadership behaviour that will result in a greater communicative impact in challenging situations. The different, personal case studies provide a wider range of learning environments.Whether you want be a more powerful leader, more charismatic or more emphatic, there is a place for you in this inspiring workshop. After going through the two parts of this workshop, you will know exactly how to apply body language, vocal abilities and facial expression in a challenging situation. You will learn to assess a situation so that you will know whether to apply a professional, playful or more emphatic attitude in your role as a leader. By more consciously making yourself visible and audible as a true leader, you will inspire people around you to work with you. Leadership behaviour induces others to follow! In these workshops you will find: - An insight into what leadership means to you - Practical exercises that help you use body language and vocal abilities to be a better communicator - Insight into situations you would personally experience as challenging - The ability to create greater communicative impact in challenging conversations - A new found courage and positivity when entering these challenging conversations - The knowledge to motivate change in others - Personal feedback and exercises provided by the trainer to enhance your leadership abilities | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 40 | Workshop Leading High Performing Teams | HCMPW00301 | |||||||||||||||||||||||||||
| Leadership: what is your added value? Teamwork is essential in projects. Do you know what your added value is and how you can lead your team to excellent performance? We will provide a workshop in which you will learn what differences in personality make the difference in teams and when these teams will be most effective. Question is: What will your added value be?! We will stretch your comfort zone and we will be confronting you with your talents or non specific talents. We will show you how to lead a group with your (non)specific talent. In this workshop you will learn insights on how to recognize peoples talents, which will lead to the ability to distinguish peoples added values. If you know how to distinguish talents, you’ll be able to influence them. To the point/down to earth: the Dutch approach. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 41 | Workshop Selecting Future Leaders | HCMPW00201 | |||||||||||||||||||||||||||
| Na de workshops weet je exact hoe de selectie funnel van bedrijven is ingericht om hun toekomstige leiders te selecteren en hierdoor vergroot je jouw kansen op de arbeidsmarkt. Je leert hoe je de selectiefunnel kunt overleven en ervaart hoe het is om een leuke en uitdagende selectie-opdracht te voltooien, die gebruikt wordt door bedrijven op selectiedagen. Het resultaat van de twee workshops is dat je; • De belangrijkste valkuilen van het selectieproces kent • Weet welke kenmerken het succes van leiders voorspellen • Hoger scoort op capaciteiten tests • Vaardigheid om een ‘case study’ succesvol te voltooien, neemt toe • Beter voorbereid bent om een selectie dag af te ronden. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 42 | Workshop Sparkle When You Speak | HCMPW00501 | |||||||||||||||||||||||||||
| After the workshop you know exactly what it is to sparkle when you speak. You learn to recognize professional situations in which it is appropriate and functional to speak in a more professional, playful or personal way. By confidentially switching in a conversation between those styles, you enlarge your personal leadership. Share this consciously with your employees! When you sparkle when you speak to your employees, you stimulate them to sparkle when they speak about themselves and their share in the organization. The results of this workshop are that you: - can present yourself with a sparkle when you speak - know your preference in terms of speaking style - are conscious and able to speak in a more professional, playful or personally way - start a (difficult) conversation with more joy and confidence - know how to invite and stimulate another person to sparkle when they speak with you - know practical exercises to activate your voice and body to create more impact in a conversation - received personal feedback and exercises to improve your style of speaking | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 43 | Workshop The Art of Persuasion | HCMPW00101 | |||||||||||||||||||||||||||
| Beweging creëren Effectief beïnvloeden gaat over mensen in beweging krijgen. Door deze workshop krijg je inzicht in waarom mensen in beweging komen en hoe je ze kunt motiveren voor jouw voorstellen. Het gaat over slimme trucjes, maar ook over afstemming en gevoel voor groepsdynamiek. We gaan aan de slag met praktische technieken om op een authentieke manier effectiever te zijn in je communicatie. Thema’s We werken aan de hand van vier thema’s: 1. Inspireren – motiverend en beeldend spreken 2. Zin van onzin scheiden – het ontmantelen van valse argumenten en rattenstreken 3. Charisma – non-verbale communicatie van (wereld)leiders 4. Tactisch communiceren – draagvlak creëren en omgaan met weerstand Leren door doen Leren door doen is het motto, dus je kunt praktische oefeningen verwachten, waarin je je eigen communicatiestijl stevig onder de loep neemt! | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 44 | Workshop Your Talents and Employability | HCMPW00601 | |||||||||||||||||||||||||||
| To make yourself employable for your field of expertise, it’s important to be aware of which professional skills and talents you have. In every application process there are several basic principles you need to be aware of. Firstly, you need to be aware who you are. Secondly, you need to know which talents and skills you have and thirdly you need to know what you want to do. In the first meeting of this workshop we are going to focus on the first two principles. We are going to discover who you are and get more insight in the talents you have. After the first meeting there will be an assignment to identify your talents. This will be done by looking for at least three vacancies which could be interesting for you. In the second meeting we are going to relate these talents to your future field of work; how these talents can be put into place for your future job; and information will be given about which skills and experiences are important to have according to employers and recruiters. So, in short, the goals of this workshop are: - be more aware which personal and professional talents you have; - know which talents are important according to employers; - know in what kind of way your talents can be beneficial for work; - know how to present this to others. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 45 | 125th Anniversary GUF | HCMLL00704 | |||||||||||||||||||||||||||
| In the spring of 2018 the GUF celebrates its 125th anniversary. The GUF wants to do this by organizing a special day of celebrations, with lctures by GUF-professors, presentations of research which has been supported by the Gratama Foundation and presentations of students whose stay abrad had been supported financially by the GUF. The GUF is in a process of expanding its activities and enhancing its visibility. The 125th anniversary should attract the attention to the GUF and its present and future activities. Knowledge the student will acquire: Insight in the organization of science: subsidizing special chairs, research projects and students’ stay abroad. How to organize a special event on which the versatility of science is presented to a broad audience. Activities the student will do: Study present and recent GUF-activities, help to design and organize the 125th anniversary. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||