Personality update: personality development coaching
This course involves a careful examination of your own personality: where do you stand at this point in your life, what would you like to see evolve, how do you want to grow. Emphases are on development of your personal communication-, interaction- and coaching skills. It is a person-oriented course, where every student can set his/her own personal goals, whilst learning about interpersonal communication.
Organisation
This is a lecture/workshop-course with individual assignments, tailored to the needs of the individual student. It includes self-testing, reflecting, reading, discussing, experimenting with behaviour, giving and receiving feedback (both criticism and praise), ...
Course Objectives
- To introduce students to the basic notions of personality theory like: personality, traits, self-perception, interpersonal perception, ...
- To get students acquainted with and develop their own interpersonal communication skills.
- To introduce students to the field of networking, handing them tools to facilitate the growth of their own network..
- To introduce students with the ideas of non-violent communication.
- To provide students with the possibility to gain more insight in their own personality and how they are perceived by others.
Course Topics
- What is ‘personality’
- Self-perception
- Interpersonal perception
- General verbal communication skills
- Focus on personal non-verbal communication
- Presentation skills (when applicable)
- Interactive skills – relating - networking
- Non-violent communication
Text
Required reading: Marshal Rosenberg, Nonviolent Communication & Class notes
Further required texts will be announced in class and on BB, therefor the BB environment is also required reading, check it at least twice a week
Required listening: Audiobook: ‘Giraf fuel for life’ by Marshal Rosenberg
Possible literature/listening/viewing: Will be announced in class and on BB
Grading Plan
| Coursework will way as follows: | |
| -Attendance workshops | 20% |
| -Activity during workshops | 20% |
| -Paper | 20% |
| - Final Exam | 40% |
| Attendance workshops: | |
| - No absence | 100 |
| - One absence | 80 |
| - Two absences | 60 |
| - Three absences | 40 |
| - Four or more absences | A (= no show) |
| Activity during workshops: | |
| - Pro-active input | 100 |
| - Equilibrated input | 80 |
| - Non-equilibrated input, yet incorporating what is learned | 60 |
| - Non-equilibrated input, showing little personal growth | 40 |
| - Only responsive when asked questions | 20 |
| - Physically present, almost no input | 0 |
| Paper: | |
| - Deep reflection of active personal growth-proces, incorporating the ideas of the workshops, following the guidelines of reflecting, written in NVC-style | 100 |
|
- Thorough reflection of active growth-process, incorporating the ideas of the workshops, following the guidelines of reflecting |
80 |
| - Reflection of growth-process, incorporating the ideas of the workshops | 60 |
| - Basic reflection of process | 40 |
| - Description of process | 20 |
| - Too late | 0 |
| Final Exam | |
| Interactive discussion of the paper, with questions about the subjects handled in the workshops. | |
Classroom rules of conduct
- You prepare adequately for each workshop: take a test, do an experiment, do the reading, prepare a presentation, write a reflection.
- If you can't make it to class, you notify the instructor in advance.
- If you miss a class, you still deliver the homework for that class, and you ask for an additional task.
Your ideas, evaluations, etc.
In general, your ideas, comments, suggestions, questions, grade challenges, etc. are welcome. Your discretion in these matters is expected, however. No part of your grade will be based on anything other than your coursework and attendance.
You are encouraged to take advantage of the instructor's time for help with coursework or anything else connected with the course and your progress.
Suggestions for success.
For most students this will not be a "difficult" course. However, there will probably be some students who did well in academic courses where information was most important and who will be surprised at the relative difficulty of this course where reflection and personal growth are most important. So do not think that if you are a "B" student you will probably get a "B" in this course. You might get an "A" with relative ease . . . or a "C" with difficulty, and still be (and correctly so) a "B student" in your information-heavy, mainly lecture-type courses.
