MALK4000-402 Relational Skills Course description

Coursework requirements from MALK 4000-401 or equivalent must be approved to participate and submit coursework requirements in MALK 4000-402

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student

• can identify the difference between behavior and intention
• can describe and discuss the relational perspective on behavior, and how one can train to observe the consequences of one's own behavior, rather than one's own intentions
• can describe and discuss the concept of control attribution
• can describe various psychological constructs, and discuss them in terms of observational basis, research methods and theoretical interpretations

Skills

The student

• can analyze important variables that influence individual behavior, including self-instructions and self-rules

Competence

The student

• can observe and adapt to the effects of their own behavior on the behavior of others

Control attribution; rule governance and contingency shaping of behavio

The course will include lectures, discussions, individual reports and seminars.

Students submit 4 written assignments, each with maximum 3 pages including references, according to the deadlines in the course schedule

Exam content: Learning outcomes.

Form of examination: Individual written examination with invigilation, 4 hours.

Examiners: One internal and one external examiner.

Grading scale : A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade.

Examination support materials

None.

Syllabus

Bandura, A. (2009). Cultivate self - efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.), Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (2. ed., pp. 179-200). Chichester: John Wiley & Sons.

Biglan, A. (1987). A behavior-analytic critique of Bandura's self-efficacy theory. The Behavior Analyst, 10 (1), 1-15. Retrieved from http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2741945/

Dougher, M. (1995). A bigger picture: Cause and cognition in relation to differing scientific frameworks.Journal of Behavior Therapy and Experimental Psychiatry, 26 (3), 215-219. doi:10.1016/0005-7916(95)00021-Q[Go to full text: http://www.sciencedirect.com/science/article/pii/000579169500021Q]

Forsyth, J. P., Chase, P. N., & Hackbert, L. (1997). A behavior analytic interpretation of attributions in the context of behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 28 (1), 17-29. doi:10.1016/S0005-7916(96)00040-7[Go to full text: http://www.sciencedirect.com.ezproxy.hioa.no/science/article/pii/S0005791696000407]

Gilovich, T. (2011). Different types of rational-intuitive conflict. In W. Brun, G. Keren, G. Kirkebøen, & H. Montgomery (Eds.), Perspectives on thinking, judging, and decision making (pp. 190-200). Oslo: Universitetsforl.

Gjesme, T. (1996). Future time orientation and motivation. In T. Gjesme & R. Nygård (Eds.), Advances in motivation (pp. 210-224). Boston: Scandinavian University Press.[Also available as eBook: http://www.nb.no/nbsok/nb/a74433fa96494e580a38f5a53e11011c.nbdigital?lang=no#0 ]

Goldstein, N. J., Martin, S. J., & Cialdini, R. B. (2008). Yes! 50 scientifically proven ways to be persuasive . New York: Simon & Schuster.[Boken til Goldstein, Martin og Cialdini kan med fordel kjøpes fra Amazon i Storbritannia, de er raske.]

Hargie, O. (2006a). Skill in practice: An operational model of communicative performance. In O. Hargie (Ed.),The handbook of communication skills (3rd ed., pp. 37-70). London: Routledge.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Hargie, O. (2006b). Skill in theory: Communication as skilled performance. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 7-36). London: Routledge.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ][Kapitlene fra boken til Hargie skal være tilgjengelige i elektronisk versjon gjennom biblioteket. Se lenke over.]

Hogg, M. A., & Vaughan, G. M. (2011). Social psychology (6th ed.). Harlow: Pearson. [Kap. 3] [I Fronter]

Judge, T. A., & Klinger, R. (2009). Promote job satisfaction through mental challenge. In E. A. Locke (Ed.),Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (pp. 107-122). Chichester: John Wiley & Sons.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=624768 ]

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77 (6), 1121-1134. doi:10.1037/0022-3514.77.6.1121[Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/psp/77/6/1121

Malott, R. W. (1989). The achievement of evasive goals. In S. C. Hayes (Ed.), Rule-governed behavior: Cognition, contingencies and instructional control (pp. 269 - 319). New York: Plenum Press.[Also available as eBook: https://ezproxy.hioa.no/login?url=http://hioa.eblib.com/patron/Authentication.aspx?ebcid=cc982d61cdee47cf82235eaa49098f17&echo=1&userid=^u

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26 (6), 784-793. doi:10.1177/0956797615571017[Go to full text:http://pss.sagepub.com.ezproxy.hioa.no/content/early/2015/04/09/0956797615571017.full.pdf+html

Rakos, R. F. (2006). Asserting and confronting. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 345-382). London: Routledge.[Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068

Spreitzer, G., & Sutcliffe, K. (2007). Thriving in organizations. In D. L. Nelson & C. L. Cooper (Eds.), Positive organizational behavior (pp. 74-85). Thousand Oaks: Sage Publications.[Also available as eBook: http://hioa.eblib.com/patron/FullRecord.aspx?p=334492

Wilson, D. S., Hayes, S. C., Biglan, A., & Embry, D. D. (2014). Evolving the future: Toward a science of intentional change. Behavioral and Brain Sciences, 37 (4), 395-416. doi:10.1017/S0140525X13001593[Go to full text: http://search.proquest.com.ezproxy.hioa.no/docview/1556521349?OpenUrlRefId=info:xri/sid:primo&accountid=26439

Wilson, D. S., Ostrom, E., & Cox, M. E. (2013). Generalizing the core design principles for the efficacy of groups. Journal of Economic Behavior & Organization, 90 , 21-32. doi:10.1016/j.jebo.2012.12.010 [Go to full text: http://www.sciencedirect.com.ezproxy.hioa.no/science/article/pii/S0167268112002697

(Literature list last updated: 2017-06-30 in the APA 6th style /lmb, Library Kjeller)