Acting as Coach and Facilitator ORD2HM103-3004 26.10.2020-18.12.2020 5 op(MASALE, ...)+-
Mode of delivery
26.10.2020 - 18.12.2020
15.06.2020 - 30.10.2020
15 - 40
LEBUM Degree Programme in Leading Business Transformation
- Analysing one’s own coaching ability and development areas
- Coaching as an outlook on work and as an interaction skill
- Dialogic speaking and listening
- Relevance of facilitation and utilisation as a tool for service design, decision-making, co-creation and communal learning.
- Goal-oriented methods of facilitation
- Group dynamics
- Facilitation in practice
Depending on the implementation, learning takes place in contact lessons, as independent studies, teamwork and/or online-studies. Implementations include coaching workshops, peer-coaching sessions and facilitation exercises. The course includes the assessment of one’s own learning
Recognition of prior learning (RPL)
If students have acquired the required competence in previous work tasks, recreational activities or on another course, they can show their competence via a demonstration and thus progress faster through their studies. More information and instructions for recognising and validating prior learning (RPL) are available at MyNet.
Starting level and linkage with other courses
Assessment criteria - grade 1
The student knows the relevance of coaching-based cooperation, the counselling approach and interaction in organisational development. The student recognises his/her strengths and development areas as a coach and as a facilitator.
Assessment criteria - grade 3
In addition to the competencies in grade 1, the student can develop his/her skills as a coach and a facilitator, deepen and apply dialogic interaction competences and is able to put himself/herself in the position of the coach and the person being coached. The student experiments, tests and chooses facilitation techniques that aim to promote communal learning within the workplace.
Assessment criteria - grade 5
In addition to competences in grades 1 and 3, the student develops his/her skills as a coach and a facilitator according to self-set goals and applies his/her dialogic interaction and group coaching competences. S/he is able to reflect deeply on his/her actions as a coach and as a person being coached. The student can choose and justify the facilitation techniques that aim to promote communal learning in the work place.