•   Acting as Coach and Facilitator ORD2HM103-3013 16.01.2023-17.03.2023  5   (MALEAE, ...) +-
    Starting level and linkage with other courses
    No prerequisites. This course unit is part of the master's degree's curriculum. Completion of the course requires master's study entitlement.
    Contents
    - 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
    Assessment criteria
    Assessment criteria - grade 1
    When the implementation type of the course is CONTACT, ONLINE or BLENDED it is required that the student is present during those teaching hours that are marked in the study schedule. If you are absent more than 25 %, your grade will be lowered by one. If you are absent more than 50 %, the course is failed.

    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.
    Further information
    When the implementation type of the course is contact, online or blended it is required that the student is present during those teaching hours that are marked in the study schedule. If you are absent more than 25%, your grade will be lowered by one. If you are absent more than 50%, the course is failed.
    Teaching methods and instruction

    This is an intensive implementation of the course, which consist three Saturdays contact hours (see timetable in Tuudo). The course is dialogical and combines hands on practice with relevant theory. Learning methods
    Learning takes place in contact lessons, as independent studies and teamwork . Implementations include coaching workshops, peer-coaching sessions and facilitation exercises. Due the reflective and practice oriented nature of the implementation, participation to at least 2/3 contact days is mandatory.

    1. DAY
    Coaching and facilitation as an outlook on work and as an interaction skill

    Dialogic speaking and listening

    Facilitation and coaching in practice

    2. DAY
    Facilitation process and contexts

    Goal-oriented methods of facilitation

    Facilitation and coaching in practice

    3. DAY
    Analysing one’s own coaching ability and development areas

    Group dynamics and mechanisms

    Facilitation and coaching in practice

    Learning material and recommended literature

    FACILITATION
    Kaner, S., Lind, L., Toldi, C. Fisk, S. & Berger, D. Facilitator's guide to participatory decision-making.

    COACHING
    Starr, J. 2009. The Coaching Manual

    All the material in Moodle

    Campus

    Pasila Campus

    Exam dates and re-exam possibilities

    No exams

    Teaching language

    English

    Timing

    16.01.2023 - 17.03.2023

    Learning assignments

    1. Report: My development as a coach/facilitator (Max. 60 points) 2. Report about facilitating a workshop at your workplace or in some other environment (Max. 40 points) 3. Coaching exercises During the course, coaching is practiced three times with a pair in the end of each class meeting or at agreed time with the pair. You may work as pairs or as groups of three, when the roles would be a coach, a coachee and an observer. Pairs are agreed in the sparring team. Everyone works in both roles as an coach and as an coachee (and as an observer in groups of three), so there will always be two (or three) coaching sessions at each of the three meetings. After the sessions, there will be a joint reflection and evaluation conversation. The learning intakes from coaching is reported in your own "My development as a coach/facilitator" assignment.

    Enrollment

    02.01.2023 - 13.01.2023

    Content scheduling

    Contact days: see Tuudo or Lukkarikone

    Period of validity
    The course has to be finalized latest on March, 19, 2023. The assignments delivered by then will be assessed within 15 work days from the dead line with feedback.

    If you are unable to follow the given timetable, please, agree a new plan with the teacher. The very last final day for any late delivery of assignments is Sep, 30, 2022.

    If you want to cancel your participation in the course, it has to be done the latest at the second week of the course by sending e-mail to the teacher. After that the course is marked failed, if not performed.

    Groups
    • MALEAE
    • MASALE
    • MAENTE
    • CONTACT
    • MADIGE
    • EXCH
    Alternative learning methods

    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. Suggestion plans should be delivered prior the start of the course. More information and instructions for recognising and validating prior learning (RPL) are available at Peppi.

    Teachers

    Eija Kjelin

    Seats

    15 - 30

    Further information

    Learning goals and assessment criteria
    Passed courses are assessed on a scale of 1 to 5. The assessment criteria are presented for grades 1, 3 and 5.



    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.

    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.

    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.

    Maximum points from the course: 100 points. Below 50 poings = grade 0, 50-59 = 2, 60 – 69 = 2, 70 – 79 = 3, 80 – 89 = 4, 90 – 100 = 5

    Degree Programme

    BUTEM Degree Programme in Business Technologies, ATBUM Degree Programme in Aviation and Tourism Business, LEBUM Degree Programme in Leading Business Transformation

    R&D proportion

    0.00 cr

    Virtual proportion

    0.00 cr

    Evaluation scale

    H-5