BMGT20180 Wellbeing and Work

Academic Year 2023/2024

Stress, whether experienced as physical or psychological, is a common feature of our normal lives. According to the World Health Organisation, it is stress emanating from the workplace that affects the psychological and physical health of individuals, as well as the effectiveness of organizations and the functioning of society.

Considering this, it becomes clear that it is essential to focus on wellbeing in the workplace. This module will emphasise the individual’s wellbeing as a starting point for organisational and societal wellbeing using practices which can help build resilience and strengthen personal resources to manage and respond to challenges as experienced in everyday life, including the work setting, in a more skilful way. A wide range of practices will be explored using different modalities to expose participants to a variety of tools and potentially meet individual preferences. Habits can be changed and the skills to do so can be learned, it is something simply a matter of finding the right tool!

It is advised that students are comfortable with their emotional wellbeing before enrolling in this module. In the event of questions about the suitability of this module, please contact the module coordinator prior to enrolling in the module.

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Curricular information is subject to change

Learning Outcomes:

On completion of this module students will be expected to be able to:
(a) Evaluate well-being practices based on personal experience and academic research,
(b) Explain theoretical contributions to well-being - including the workplace setting, and
(c) Appraise factors that can positively/negatively influence well-being at work.

Personal development is an important outcome of this module. The class sessions and assessment components encourage students to develop and practice a range of skills which are not just relevant for this module but also their personal and working life. Personal development in its nature is about change and as such requires honest attention to one’s existing behavior which can be challenging at times.

Indicative Module Content:

Direct experience of reflective practices with supporting literature (for example 3 minute breathing space, self-compassion break, soles of feet, lovingkindness, gratitude, sleep hygiene, Shinrin-yoku, mindful movement/yoga, mindful doodling, mindful eating).

Review of academic and other sources on topics such as resilience, workplace culture, focus, giving/taking, stress, leadership, self-compassion.

In depth exploration of wellbeing/stress in workplace in terms of causes of stress and potential means to reduce stress/increase wellbeing which is visually presented and outlined in a report.

Student Effort Hours: 
Student Effort Type Hours


Autonomous Student Learning




Approaches to Teaching and Learning:
My teaching and learning approach is experiential in nature, inspired by Kolb’s (1984) learning cycle of concrete experience, reflective observation, abstract conceptualisation, and active experimentation. I aim to engage students as much as possible in discussion through activities which embody specific conceptual content and give a direct experience, a reflection on that experience in reference to its conceptual foundations and based on that an application in work/real life settings. My focus is not on disseminating information but exploring the embodiment of such as knowledge that individuals act upon in the real world, influenced by the complexities of the setting and the history of its players.
Students will interact in the classroom and virtual sessions, complete reflective practices and preparation tasks on a weekly basis, and explore well-being in a work setting which they will present visually to their peers and also in a report. 
Requirements, Exclusions and Recommendations
Learning Requirements:

Students must have online access to complete course work.

Learning Recommendations:

Ability to use UCD library online resources
Proficiency in use of in text citation and bibliographies
Proficiency in professional written and oral presentations

Module Requisites and Incompatibles
BMGT20120 - Great Management Ideas, BMGT45130 - Mindfulness & Resilience atWrk

Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Continuous Assessment: Practice reflections Throughout the Trimester n/a Graded No


Project: Wellbeing at work investigation Throughout the Trimester n/a Graded No


Continuous Assessment: Preparation for and contribution to sessions Throughout the Trimester n/a Graded No


Carry forward of passed components
Resit In Terminal Exam
Autumn No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students will receive class level feedback on first submissions of recurring components like the practice reflections, continuous contributions or follow on components within 2 weeks after the submission deadline. In addition, individual feedback in the form of provisional grades/completion record will be posted on Brightspace within twenty working days of a submission deadline. Supplementary individual feedback will be given upon written request. Students will also provide formative feedback to their peers after the completion of a project elements.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Wed 11:00 - 12:50