Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

This unit outline is subject to change up until two weeks prior to the first day of class. For this reason students should not purchase textbooks or undertake assessments based upon this document until two weeks prior to the semester or until you have confirmed the details with the unit coordinator.

One-to-one executive coaching has emerged as a popular and powerful intervention for improving the performance and satisfaction of individual executives. More recently, its use has been expanded into a variety of related organisational interventions. For example:

it is increasingly being promoted within leadership development programs as a leadership style;

internal coaches are now common place;

group coaching is being used in many contexts; and

organisations are adopting coaching cultures.

Human resource professionals are often responsible for making decisions about the way in which coaching is used in organisations, particularly in relation to leadership development. . Leaders within organisations are also increasingly involved in coaching staff. This unit will equip you with expertise in these areas.

Aims

This unit aims to tease out the relationship between the theory and practice of (1) executive coaching and (2) leadership. It aims to equip you with the capacity to work with fundamental executive coaching models and techniques in real coaching situations. It positions a coach as a 'reflective practitioner' who can facilitate coachees into action learning cycles of planning, action and reflection.

Objectives

Course Learning Goals (Postgraduate)
The QUT Business School has established the Assurance of Learning (AOL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:

Have knowledge and skills pertinent to a particular discipline (KS)

1.1 Well-researched knowledge and critical understanding applied to issues at the forefront of a specialised discipline area
1.2 Ability to select and use effectively a range of tools and technologies to locate and/or generate information appropriate to the disciplinary context

Be critical thinkers and effective problem solvers (CTA)

2.1 Apply logical, critical and creative thinking and judgement to generate appropriate solutions to problems in the disciplinary context

Be professional communicators in an intercultural context (PC)

3.1 Ability to create and present professional documents and/or reports using high levels of analysis/synthesis/evaluation for a range of contexts and audiences
3.2 Ability to orally communicate and justify ideas and information, at a professional level, for a variety of contexts and audiences, including peers and discipline specialists

Be able to work effectively in a Team Environment (TW)

4.1 Operate effectively and with flexibility to achieve common goals in collaborative settings, using a range of skills, including leadership, negotiation, reflection, proactivity and support for team members

Have a Social and Ethical Understanding (SEU)

5.1 Apply knowledge of the ethical, social and cultural dimensions relevant to business situations, including appropriate standards or codes of practice, to provide courses of action

Unit Objectives
On completion of this, you should have acquired an understanding of the factors that interact to influence how consumers behave. Specifically, you should be able to:

1. Explain the relationship between executive coaching and organisational leadership.
2. Apply the concept of 'evidence-based' executive coaching.
3. Use executive coaching models to develop, implement and evaluate a coaching process.
4. Integrate coaching approaches into the study and practice of Human Resource Management.

The specific course learning goals and unit objectives that apply to this unit are shown in the assessment section of this unit outline.

Content

The unit introduces students to the relationship between the theory and practice of (1) executive coaching and (2) leadership. In particular, the unit gives attention to contemporary theory and practice of 'evidence-based' executive coaching and its application in different organisational leadership contexts. Executive coaching models examined in the unit are derived from the best current knowledge from across the behavioural sciences. Fundamental elements of a coaching approach are examined in the leadership context, including values, change models, goal-setting theory, and questioning.

After you are equipped with foundational knowledge and skills, the emphasis moves to the practical application of the models and techniques. You will plan and deliver a four-session executive coaching program. You will be given opportunities to reflect on your experiences in Action Learning Groups both within the class and outside.

Towards the end of the Unit, more advanced coaching models will be introduced through online readings and seminars with the aim of equipping you for future coaching engagements in the HR and leaderships environment.

Approaches to Teaching and Learning

The Unit adopts an experiential 'action learning' approach. There will be some content input from the lecturer, but much of the content of each seminar will be driven by the class, through conversation and activities.

It is expected that students will operate as 'reflective practitioners', meaning that you will be encouraged to implement theory, models and techniques in real-world environments and to reflect on what happens. Then, you will be encouraged to plan and implement new approaches based on knowledge gained from reflection, and so on in action learning cycles.

The focal point of teaching and learning will be the reflective practice in planning and delivering a real executive coaching program. The early seminars will be designed to give you theory and practice in models and techniques that can be applied in the coaching program. Later seminars will be structured to assist you to make sense of what is happening in the coaching sessions, and introduce you to increasingly advanced models of executive coaching.

Information topics related to seminars will be based on readings as indicated in the Week 1 Unit information document. You are asked to prepare the relevant readings before each seminar to facilitate indepth conversations.

Depth of knowledge and understanding is developed through group-based activities and mini lectures, and post-class individual reflection and synthesis. Inside and outside of class, you will work in Action Learning Groups. Group reflections will give you an opportunity to share experiences and go to deeper levels of reflection using coaching skills acquired in the course.

Further information will be made available on the MGN441 Blackboard Site. Detailed information on assessment tasks and requirements will be provided in class meetings and on Blackboard.

Delivery mode
The QUT Business School seeks to create learning environments that take account of the demands facing those studying at postgraduate level. In particular, the units in the HRM program offer a range of flexible delivery options that allow you, for example, to study units remotely, in whole or in part. These flexible delivery options are supported by educational technologies to both connect you with others in the unit and with unit content. Whatever delivery option is used, you still have the option of face-to-face time with teaching staff you need to support your study. We encourage you to regularly access the HR Program portal, the unit Blackboard site, attend scheduled classes, engage in on-line activities and to make effective use of staff consultation times.

In this unit, flexible study options are provided by:

1. Provision of several work environments (i.e., independent regular work with online readings, in-class and outside-class group oriented work, and in-class lecturer guidance); and
2. In or outside-class delivery of an executive coaching program with a subject you select.
3. Weekend delivery of content combined with on-line support.

Assessment

The assessment in this unit aims to support your achievement of the learning objectives for both Discipline Knowledge and Other Graduate Capabilities.

You will complete two assessment items which are designed to assist you in developing knowledge and understanding of the interrelationships of theories and practices between leadership and executive coaching and to apply this knowledge to a real-world coaching context.

You will receive feedback on your learning as you progress toward the development of knowledge, understanding, skills and attitudes (formative assessment); and demonstrate your learning in order to achieve a final grade (summative assessment).Students will receive feedback in various forms throughout the semester which may include:

Informal: worked examples, such as verbal feedback in class, personal consultation

Formal: in writing, such as checklists (e.g. criteria sheets), written commentary

Direct: to individual students, either in written form or in consultation

Indirect: to the whole class

Assessment name: Essay
Description: The assignment requires you to develop a question you have in relation to some aspect of coaching and review this coaching literature in preparation for using the knowledge gained within an organisation as a fundamental resource for guiding leadership coaching. It also requires you to consider which tools and techniques will be most useful for your own coaching practice in Assessment Item 2.
Length/Duration: 1,500 words
Formative or Summative: Formative
Relates to objectives: Unit objectives: 1, 2, 3, 4 and AOL goals KS (1.1), CTA (2.1), PC (3.1)
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Week 7

Assessment name: Executive Coaching Report
Description: The assignment requires that you prepare a Coaching Program Report on the development, conduct and impact of the coaching program.
Length/Duration: 2,500 words
Formative or Summative: Summative
Relates to objectives: Unit objectives: 1, 2, 3, 4 and AOL goals KS (1.1), CTA (2.1), PC (3.1)
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: Week 13

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Prescribed Text
Connor, M & Pokora, J.(2009) Coaching and Mentoring at Work, Suffolk: McGraw Hill.

Other Resources
A selection of readings for each session will be available on the unit Blackboard site.

Risk assessment statement

There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 24-Jan-2013