•   Acting as Coach and Facilitator ORD2HM103-3027 13.01.2025-14.03.2025  5   (MAICTE, ...) +-
    Starting level and linkage with other courses
    No prerequisites.
    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
    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 a CONTACT implementation and remote participation is not possible.

    There are three main learning objectives:
    1. To understand the concepts of coaching and facilitation, either at a basic level or by deepening one's own knowledge
    2. To observe and develop interactions and interpersonal communication and to learn the basic elements of coaching-process (dialogue, asking questions etc)
    3. Planning and implementing the facilitation process + the ability to select different facilitation methods according to objectives and situations.

    The course approach is very interactive. The evenings consist of discussions, interactive coaching and facilitation exercises and orientative lectures. In addition to the contact workshops, learning requires self-directed study of the topic, and the submission of two personal learning reports. The learning process will be supported by a comprehensive methodological and resource bank in the course's Moodle environment. In additional, students may form and arrange voluntary peer / sparring groups for additional practice.

    The course benefits all Masters students who wish to develop their coaching approach, coaching skills and competences as a facilitator..

    Responsible person

    Anita Pösö

    Learning material and recommended literature

    The course materials / suggestions will be available on the course's Moodle learning environment. Te course does not require acquiring a specific book.

    Some examples of literature related to the course is listed below

    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

    Working life connections

    Course material and topics translate into working life situations, abilities and know-how. Potentially also Guest Lecturer / Visit

    Campus

    Pasila Campus

    Exam dates and re-exam possibilities

    No Re-exam as the course evaluation is based on assignments and practise, not exam.

    Teaching language

    English

    Internationality

    Internationality is provided by course content, materials, assignment, case studies (and makeup of students in the class).

    Timing

    13.01.2025 - 14.03.2025

    Learning assignments

    Classroom activity = 30 % Group / Pair Assignment Coaching = 40 % Individual Assignment B: Facilitation = 30 % Each participant is independently responsible for his/her own facilitation experiment, which can be carried out in his/her own work community, in another community/organisation or in a sparring group formed during the course. Coaching assignment required identifying a pair and practising with someone in the same course.

    Enrollment

    02.01.2025 - 10.01.2025

    Content scheduling

    This course workshops take place according to the schedule in Lukkarikone. Details for each Saturday will be provided in Moodle.

    Groups
    • MAICTE
    • WEEKEND
    • MALEAE
    • MASALE
    • CONTACT
    • BLENDED
    • MADIGE
    • MASTRE
    • EXCH
    • MACOME
    Alternative learning methods

    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 recognizing and validating prior learning (RPL) are available at
    https://www.haaga-helia.fi/en/recognition-learning.

    Instructions for course specific RPL requirements will be shared in the course Kick

    Teachers

    Mirka Sunimento

    Seats

    31 - 50

    Degree Programme

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

    R&D proportion

    0.00 cr

    Virtual proportion

    0.00 cr

    Evaluation scale

    H-5