GSZ615 Leader as Coach
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | GSZ615 |
|---|---|
| Assumed Knowledge: | Completion of Leader as Coach Active Learning Module is assumed knowledge |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 04A 2024, Online (Start Date: 12 Feb 2024)
| Unit code: | GSZ615 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of “Leader as Coach” Professional Development Module is assumed knowledge. |
Overview
This unit lays the foundational theories and practices of leadership through coaching. Students are grounded in the principles and practices of reflective practice and action learning as core elements of leading and learning in contemporary organisational life. The unit introduces the best of contemporary coaching conversational practices drawn primarily from the field of executive coaching, which itself draws on multidisciplinary practice.
The aim of this unit is to provide students with theories, models and practices that will provide a solid foundation for exploring and extending their knowledge and application of leadership through coaching in complex organisational contexts. Students will develop a systems perspective of leadership development and organisational life, and understand the role of reflective practice and action learning in promoting growth and learning at an individual, group and organisational level.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critique and integrate the key foundational theories and practices of leadership through coaching in volatile, uncertain, complex and ambiguous organisational contexts
- Critically analyse the core frameworks for advanced coaching conversational practices
- Evaluate the role of self-reflection and journaling as a key aspect of leadership development, self-awareness and improving high level coaching practice
- Analyse, conduct and evaluate a leader-as-coach conversation in the context of a complex organisational problem.
Content
This topics covered in this unit have been developed to provide students with a broad grasp on the foundations of leadership through coaching. Topics explored will include:
- Focus on coaching methodologies
- Complexity leadership
- Organisational systems and cultures
- Cultural intelligence
- Positive psychology
- Human flourishing
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business 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:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, 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 whole class
Assessment
Overview
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. A breach of academic integrity is regarded as student misconduct and can lead to the imposition of penalties Important information about the university's approach to academic integrity of assessment is on your unit site. This unit may use content matching software to assist in verifying that original work has been submitted.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project Plan: Coaching Intervention
Students are required to choose an organisational context in which they have or will have a role associated with leadership through coaching. Students identify a leadership challenge they believe could be addressed through a coaching approach. Students explore the challenge with their peer coaching triad and develop and provide a rationale for a coaching intervention with reference to course themes and models.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report and Critical Reflection
This assignment develops the strategy developed in Assignment One. Students are required to implement their coaching intervention and use their peer coaching triad to share their reflections. Students are then required to provide an analysis of how their thinking developed through conversations and reflective practice with reference to course themes and models.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ615 Canvas 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 here.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
HO (2.2): Independent Judgement and Decision-Making
Relates to: Report and Critical Reflection
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
PC (3.1): Professional Communication (Written)
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
Unit Outline: Flexible Period - 08A 2024, Online (Start Date: 12 Jul 2024)
| Unit code: | GSZ615 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of “Leader as Coach” Professional Development Module is assumed knowledge. |
Overview
This unit lays the foundational theories and practices of leadership through coaching. Students are grounded in the principles and practices of reflective practice and action learning as core elements of leading and learning in contemporary organisational life. The unit introduces the best of contemporary coaching conversational practices drawn primarily from the field of executive coaching, which itself draws on multidisciplinary practice.
The aim of this unit is to provide students with theories, models and practices that will provide a solid foundation for exploring and extending their knowledge and application of leadership through coaching in complex organisational contexts. Students will develop a systems perspective of leadership development and organisational life, and understand the role of reflective practice and action learning in promoting growth and learning at an individual, group and organisational level.
Learning Outcomes
On successful completion of this unit you will be able to:
- Critique and integrate the key foundational theories and practices of leadership through coaching in volatile, uncertain, complex and ambiguous organisational contexts
- Critically analyse the core frameworks for advanced coaching conversational practices
- Evaluate the role of self-reflection and journaling as a key aspect of leadership development, self-awareness and improving high level coaching practice
- Analyse, conduct and evaluate a leader-as-coach conversation in the context of a complex organisational problem.
Content
This topics covered in this unit have been developed to provide students with a broad grasp on the foundations of leadership through coaching. Topics explored will include:
- Focus on coaching methodologies
- Complexity leadership
- Organisational systems and cultures
- Cultural intelligence
- Positive psychology
- Human flourishing
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business 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:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, 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 whole class
Assessment
Overview
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. A breach of academic integrity is regarded as student misconduct and can lead to the imposition of penalties Important information about the university's approach to academic integrity of assessment is on your unit site. This unit may use content matching software to assist in verifying that original work has been submitted.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Project Plan: Coaching Intervention
Students are required to choose an organisational context in which they have or will have a role associated with leadership through coaching. Students identify a leadership challenge they believe could be addressed through a coaching approach. Students explore the challenge with their peer coaching triad and develop and provide a rationale for a coaching intervention with reference to course themes and models.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Report and Critical Reflection
This assignment develops the strategy developed in Assignment One. Students are required to implement their coaching intervention and use their peer coaching triad to share their reflections. Students are then required to provide an analysis of how their thinking developed through conversations and reflective practice with reference to course themes and models.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ615 Canvas 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 here.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
HO (2.2): Independent Judgement and Decision-Making
Relates to: Report and Critical Reflection
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
PC (3.1): Professional Communication (Written)
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: Project Plan: Coaching Intervention, Report and Critical Reflection