• That the written presentation (own development plan) contains an identification and prioritization of significant characteristics and possible development measures in relation to one's own current working life.
• That the student's analytical-theoretical reflections demonstrate great certainty in perspectivism - ie. in a broad-spectrum and critical application of theory as well as in a well-argued understanding of the relevance of (or lack of the same) and possibly application of the subject's theories, analysis models and concepts to the student's own development as well as organizational context
• That both the written material and the oral performance contain elements of progression in the reflections through the teaching course modules, the home assignments, the post-processing of them after receiving feedback from teachers and fellow students, as well as the performed experiments and experiments with behavior change in own organization.
• That, on the basis of the subject's syllabus, adequate analytical-theoretical reflection on own performance and development initiatives is reflected with an appropriate degree of both analytical-theoretical and practice-related self-criticism

Personal development is an integral part of both employee and leadership development processes in the Western world - so firm in fact that today one can speak of a development requirement. Contemporary employees in the modern, flat network organization are expected to be flexible, development-oriented and outgoing, so that they can commit themselves in a world characterized by change, dynamism and eternal acceleration. As an individual, you are therefore exposed to a marked normative pressure to be ready for change, to be able to quickly absorb new knowledge, and not get stuck in outdated value sets and inflexible notions. Alongside the demand for development, however, a number of critical and negative aspects of modern working life are being discussed as never before. Work-life balance, stress and stress management, and even depression have become central themes in the personnel policy of the modern workplace, as well as in a gentle stream of well-being and work environment measurements. But how do you find your place in the organization and working life in general, if the requirement is that you must stand firm and be ready for development at the same time? How do you navigate if the requirement is that you must be flexible and robust at the same time? In the subject Action Power and Integrity, we seek answers to such questions by focusing on the way we account for ourselves - that is, on the narratives we construct about our organizations and our place in them in order to live up to and match the norms of the time, the environment. expectations and management requirements. We focus on the ability to consider, interpret and understand the organizational contexts we are part of and seek to explore and develop tools to simultaneously maintain and develop them. The subject's starting point is thus to offer a critical, reflective and meaningful view of personal and organizational development which promotes the individual's organizational power and integrity. The central methodological and pedagogical starting point for the subject will be perspectivism - in both theoretical and practice-related sense. Ie. that in the teaching a number of developmental psychological and organizational theoretical perspectives will be reviewed, and that you will be required to be able to reflect and apply these perspectives in relation to your own organization and company.