INN3051 Humour, communication, and leadership
- Course codeINN3051
- Number of credits7,5
- Teaching semester2026 Spring
- Language of instructionEnglish
- CampusLillehammer
Humour is a common phenomenon, but also an understudied and underutilized resource in the workplace. Humour encompasses several factors crucial to performance and achievement, such as well-being, motivation, and overall wellness. Additionally, humour 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 humour in the workplace. This means that psychological theories are used to illuminate various processes and situations. It also focuses on how humour can be perceived differently, serve different functions, and students are trained in their own humour competence. Through theoretical insights, practical exercises, and case studies, students will develop a better understanding of humour as both a phenomenon and a tool in organizations.
This subject explores various perspectives, theories, and models on humour, 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 humour and its potential impact on the work environment.
- The use of humour as a tool for communication and leadership.
- The psychological effects of humour at the individual and group levels.
- Humour as a tool for collaboration and relationship building.
- Humour and improvisation in creativity and innovation.
- Humour as a philosophical and rhetorical phenomenon.
*Minor adjustments may occur.
Learning Outcome
This course will delve into the theory and practice of humour, 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 humour in general and how humor can be a tool in leadership and communication, in particular
- has insight into the main forms of humour and how humour can have both positive and negative effects in a work environment
- has basic knowledge of how humour is operationalized and measured
- has knowledge of humour as a philosophical and rhetorical phenomenon
- has knowledge of how humour can influence processes such as learning, creativity, collaboration, and innovation
The student
- can analyze and evaluate how humour affects communication and leadership processes within an organization
- can guide leaders and businesses on how humour can enhance or inhibit innovation efforts and work processes
- can apply various tools, frameworks, and techniques to assess, understand, and develop the use of humour in organizations at different levels
- can identify, analyze and reflect on practical dilemmas related to humour in leadership and communication
- can assess humour in different contexts
The student
- has become aware of both the possibilities and complexities of using humour in leadership and communication within organizations
- has become aware of the factors that can influence how humour is used and perceived
- has become aware of how humour 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 humour
- has become aware of how humour 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 |