This unit provides a thorough examination of a relatively new area in human resource management and development, namely, coaching in the workplace. The application of coaching skills in modern workplaces is underpinned by the presentation of contemporary psychological theory and research, on which coaching is based. The organisational context and hypothetical coaching activities are explored in relation to theory, research and documented good practice.
There are 10 topics in this unit:
Topic 1 Coaching and organisations
Topic 2 Defining coaching
Topic 3 Developing capable coaches
Topic 4 Models of coaching
Topic 5 Adult learning theory and goal setting theory
Topic 6 Coaching at work Topic 7 HR and coaching
Topic 8 Implementing a coaching program
Topic 9 Ethics of coaching
Topic 10 Evaluating the effects of coaching.
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||define coaching and recognise different theoretical models||Intellectual rigour||Knowledge of a discipline|
|2||understand the role of coaching in organisations||Knowledge of a discipline|
|3||identify the links between coaching and human resource management theory||Intellectual rigour||Knowledge of a discipline|
|4||evaluate some different coaching frameworks and the role of coaching in performance management and in skill development in the workplace||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|5||recognise the difference between coaching and other developmental interventions such as mentoring, training counselling and therapy||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
|6||evaluate the contribution of different disciplines to coaching by developing critical thinking skills||Intellectual rigour||Knowledge of a discipline|
|7||manage the coaching process.||Intellectual rigour||Knowledge of a discipline||Communication and social skills|
- Stober, DR & Grant, AM, 2006, Evidence Based Coaching, John Wiley & Sons, New Jersey.
- Prescribed text information is not currently available.
Teaching and assessment
New Zealand - MIT
|Structured online learning|
|Exam: take home||40%|
|Lecture online 1 hour (10 weeks)|
|Exam: take home||40%|
Commonwealth Supported courses
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Commencing 2014 Commonwealth Supported only. Student contribution band: 3
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