INN3051 Humor, communication, and leadership
- Number of credits7,5
- Teaching semester2025 Spring
- Language of instructionEnglish
- CampusLillehammer
Humor is a common phenomenon, but also an understudied and underutilized resource in the workplace. Humor encompasses several factors crucial to performance and achievement, such as well-being, motivation, and overall wellness. Additionally, humor can contribute to effective teamwork, creative processes, and innovation, among other things. This subject takes a starting point in an organizational psychology perspective on the significance of humor in the workplace. This means that psychological theories are used to illuminate various processes and situations. It also focuses on how humor can be perceived differently, serve different functions, and students are trained in their own humor competence. Through theoretical insights, practical exercises, and case studies, students will develop a better understanding of humor as both a phenomenon and a tool in organizations.
This subject explores various perspectives, theories, and models on humor, communication, and leadership in the workplace. The subject takes a practical-academic approach, which means that theory and practice are combined to enhance practical relevance and learning outcomes. It is an intensive course that spans over half a semester. The focus is on key concepts, theories, and perspectives to understand and analyze:
- The use of humor and its potential impact on the work environment.
- The use of humor as a tool for communication and leadership.
- The psychological effects of humor at the individual and group levels.
- Humor as a tool for collaboration and relationship building.
- Humor and improvisation in creativity and innovation.
- Humor as a philosophical and rhetorical phenomenon.
*Minor adjustments may occur.
Learning Outcome
This course will delve into the theory and practice of humor, communication, and leadership within the context of responsible and sustainable business practices, equipping students with the essential tools to lead and contribute positively to the development of organizations and key organizational processes.
Upon passing the course, students have achieved the following learning outcomes:
The student
- has basic knowledge of humor in general and how humor can be a tool in leadership and communication, in particular
- has insight into the main forms of humor and how humor can have both positive and negative effects in a work environment
- has basic knowledge of how humor is operationalized and measured
- has knowledge of humor as a philosophical and rhetorical phenomenon
- has knowledge of how humor can influence processes such as learning, creativity, collaboration, and innovation
The student
- can analyze and evaluate how humor affects communication and leadership processes within an organization
- can guide leaders and businesses on how humor can enhance or inhibit innovation efforts and work processes
- can apply various tools, frameworks, and techniques to assess, understand, and develop the use of humor in organizations at different levels
- can identify, analyze and reflect on practical dilemmas related to humor in leadership and communication
- can assess humor in different contexts
The student
- has become aware of both the possibilities and complexities of using humor in leadership and communication within organizations
- has become aware of the factors that can influence how humor is used and perceived
- has become aware of how humor can contribute to a better work environment
- has become aware of how various techniques and tools can facilitate the development of one's own and others' use of humor
- has become aware of how humor can facilitate creativity, learning, and innovation
The following teaching methods are used:
- Lectures
- Problem solving exercises
- Individual and/or group work
- Self-study
The teaching and curriculum are in English. Emphasis is placed on group collaboration and dialogue-based seminars, including case studies and exercises. For the best possible learning outcomes and learning environment, it is expected that students both attend in person and actively participate in the teaching activities. As such, the teaching activities at the meetings are aligned with the expectation that students have prepared for the relevant meeting by reading and other self-learning activities, including written work (see coursework requirements). Expected total work effort in the course is 187.5-225 hours (according to ECTS standard).
Two (2) mandatory homework assignments will need to be approved. One assignment is individually, and one assignment is in groups (maximum 3). Both homework assignments must be passed to be allowed to take the exam.
| Form of assessment | Grading scale | Grouping | Duration of assessment | Support materials | Proportion | Comment |
|---|---|---|---|---|---|---|
Oral examination | ECTS - A-F | Individual | PowerPoint presentation |