Course specification for UED8021

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Course specification
The current and official versions of the course specifications are available on the web at .
Please consult the web for updates that may occur during the year.

UED8021 Professional Conversations - Coaching

Semester 1, 2020 Online
Short Description: Professional Conversations-Coa
Units : 0.25
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded

Rationale

Today’s organisations rely on their staff, both collectively and individually, to meet rapidly evolving demands and challenges. Coaches support, challenge and empower others within their organisations. Historically, the term ‘coach’ migrated from describing horse-drawn vehicles to also mean advising or instructing others. In the 1830s, ‘coach’ was Oxford ¾«¶«´«Ã½app slang for tutors who helped to ‘carry’ students through their exams. Think of the modern interpretation as a metaphor of coaches helping to move others from where they currently are to where they want to be.

Synopsis

This minicourse will introduce students to the coaching skills you'll need to assist others to reach their goals. Students will learn how to plan, implement and evaluate coaching conversations within their professional context. With these skills, students will also learn how to build a positive culture at work through coaching conversations.

Please be advised that this minicourse is made up of four parts please see EDU8400 for the full course specification.

Objectives

On successful completion of this course students should be able to:

  1. Apply a high standard of ethical judgement to professional contexts to make decisions to effectively implement coaching conversations. (EDU8400 LO3)
  2. Apply coaching knowledge and skills to plan, implement and evaluate coaching conversations with someone in your workplace or other professional context. (EDU8400 LO3, LO4)

Topics

Description Weighting(%)
1. You as a coach 20.00
2. Perceptual positions 20.00
3. What is coaching? 20.00
4. Coaching skills 20.00
5. The coaching process 20.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=UED8021)

Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Baker, T., & Warren, A 2015, Conversations at work: Promoting a culture of conversation in the changing workplace, Palgrave Macmillan UK, London.
(Retrieved from .)
Barlow, L 2005, 'Effective structuring of coaching: using five questions', Development and Learning in Organizations: An International Journal, vol. 19, no. 6, pp. 11-12.
(.)
Bloom, G., Castagna, C., Moir, E., & Warren, B 2009, Blended coaching, Hawker Brownlow, Moorabin, VIC.
Campbell, L. M., & Campbell, B 2008, Mindful learning: 101 proven strategies for student and teacher success, Corwin Press, Thousand Oaks, CA.
(Retrieved from .)
Covey, S. R 2004, The 8th habit: From effectiveness to greatness, Simon & Schuster, London.
Cox, E., Bachkirova, T., & Clutterbuck, D. (Eds.) 2018, The complete handbook of coaching, 3rd edn, SAGE, London, UK.
Crane, T. G 2014, The heart of coaching, 4th edn, FTA Press, San Diego, CA.
Downey, M 2014, Effective modern coaching: The principles and art of successful business coaching, LID, London; New York.
(Retrieved from .)
Drucker, P. F 2005, 'Managing oneself', Harvard Business Review, vol. 83, no. 1, pp. 100-109.
(Retrieved from .)
Ehrich, L., & Hansford, B 1999, 'Mentoring pros and cons for HRM', Asia Pacific Journal of Human Resources, vol. 37, no. 30, pp. 92-107.
(.)
Ellinger, A., & Sewon, K 2014, 'Coaching and human resource development: Examining relevant theories, coaching genres, and scales to advance research and practice', Advances in Developing Human Resources, vol. 16, no. 2, pp. 127-138.
(.)
Eurich, T 2013, Bankable leadership: Happy people, bottom-line results, and the power to deliver both, Green Leaf Book Press, Austin Texas, TX.
Eurich, T 2017, Insight: The power of self-awareness in a self-deluded world, Pan Books, London.
Farrall, M. L 2012, Reading assessment: Linking language, literacy, and cognition, John Wiley and Sons, Inc, Hoboken, New Jersey.
(Retrieved from .)
Grinder, J., & DeLozier, J 1995, Turtles all the way down: Prerequisites to personal genius, Grinder & Associates, Scotts Valley, CA.
Growth Coaching International 2011, Coaching accreditation program manual, Growth Coaching International, Roseville, NSW.
Holloway, M 2011, Inspiring courageous leaders, The Messenger Group Pty Ltd, Sydney, NSW.
Knight, J 2016, Better conversations: coach yourself and each other to be more credible caring, and connected, Corwin, Thousand Oaks, CA.
Krznaric, R 2015, Empathy: Why it matters and how to get it, Penguin, New York, NY.
Langelett, G 2014, How do I keep my employees motivated? The practice of empathy-based, River Grove, Austin, TX.
Leonard-Cross, E 2010, 'Developmental coaching: Business benefit—fact or fad? An evaluative study to explore the impact of coaching in the workplace', International Coaching Psychology Review, vol. 5, no. 1, pp. 36-47.
(Retrieved from .)
Lyall, D 2008, 'Rich questions in coaching', Training Journal, June, pp. 60-63.
(Retrieved from .)
Parsloe, E 2004, The manager as a coach, The Chartered Institute of Personnel and Development, London, UK.
Parsloe, E., & Leedham, M 2017, Coaching and mentoring: Practical conversations to improve learning, 3rd edn, Kogan Page, London.
(Retrieved from .)
Peel, D 2008, 'What factors affect coaching and mentoring in small and medium sized enterprises. International', Journal of Evidence Based Coaching and Mentoring, vol. 6, no. 2, pp. 2-44.
(.)
Rao, M. S 2015, '). Myths and truths about coaching: How to acquire right perspective to enhance leadership excellence', Human Resource Management International Digest, vol. 23, no. 4, pp. 35-37.
(Retrieved from .)
Reiss, K 2015, Leadership coaching for educators, 2nd edn, SAGE, Los Angeles.
(Retrieved from .)
Robertson, J 2005, Coaching leadership: Building educational leadership capacity through coaching partnerships, New Zealand Council for Educational Research, Wellington, NZ.
Rochat, P 2003, 'Five levels of self-awareness as they unfold early in life', Consciousness & Cognition, vol. 12, no. 4, pp. 717-731.
( (Links to an external site.).)
Rogers, C. R 1980, A way of being, Houghton Mifflin, Boston.
Scott, S 2002, Fierce conversations: Achieving success at work and in life, one conversation at a time, Berkeley Publishing Group, Berkeley, CA.
Starr, J 2004, 'The manager’s role in coaching: Overcoming barriers to success', Development and Learning in Organizations: An International Journal, vol. 18, no. 2, pp. 9-12.
(.)
Van Nieuwerburgh, C 2014, An introduction to coaching skills: A practical guide, SAGE, London, UK.
Whitmore, J 2009, Coaching for performance: Growing human potential and purpose: the principles and practice of coaching and leadership, 4th edn, Nicholas Brealey Pub, London.
(Retrieved from .)
Zenger, J. H., & Stinnett, K 2010, The extraordinary coach: How the best leaders help others grow, McGraw-Hill, New York.
Alexander, G. (2016). Behavioural coaching: The GROW model. In J. Passmore (Ed.), Excellence in coaching: The industry guide (pp. 99-111). Retrieved from .
Association for Professional Executive Coaching & Supervision. (2016). Ethical guidelines. Retrieved from (Links to an external site.).

Student workload expectations

Activity Hours
Assessments 10.00
Directed ¾«¶«´«Ã½app 30.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Assessment 1 50 100 20 Apr 2020 (see note 1)

Notes
  1. The assessment for this minicourse is due 4 weeks after teaching concludes. Students have access to the learning platform for a total of 11 weeks.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grade for the full course will be assigned on the basis of the aggregate of the weighted marks obtained for each mapped minicourse, once all assessments have been successfully undertaken.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. ¾«¶«´«Ã½app Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .

Assessment notes

  1. Referencing in assignments must comply with the Harvard (AGPS) referencing system. This system should be used by students to format details of the information sources they have cited in their work. The Harvard (APGS) style to be used is defined by the USQ library’s referencing guide. This guide can be found at .

Evaluation and benchmarking

internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. There are 4 minicourses at 0.25 credit point that map to 1 full course. To receive credit for this minicourse into the full course, students must successfully pass the assessment. Once all 4 mapped minicourses have been successfully completed, a credit into the full course applies.

Date printed 19 June 2020