Introductory description

This module provides students with comprehensive knowledge of the skills and theoretical perspectives relating to leadership coaching and team coaching. The module is designed to develop systematic theoretical knowledge, skills in practice and self-awareness, focussing on coaching in organisations in which leadership coaching and team coaching will be used. This module takes an andragogical approach, with individual learning at the centre. The module will involve blended learning consisting of intensive all-day workshops plus virtual learning environment including online private module learning material accompanied by webinar and/or tutorial.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Introduction to the course, emphasising the integrated nature of coaching and that theory and practice are each of equal importance. Links to the core course modules. What is leadership - an introduction to leadership theories and the evolution of leadership concepts over time.
An exploration of the unique nature of leadership coaching, in relation to the skills required, working within a complex oragnisational system, and impact on contracting and objective setting.
The theory of working in groups and teams within organisations and how knowledge of individual psychology is important to understand the behaviour of teams within organisations.
Models and approaches of team coaching and how these can be applied in practice. The difference between team coaching, team facilitation, team management and individual coaching.
An understanding of the tools which can be used for diagnosis, such as team questionnaires, 360-degree feedback and personality profiles, etc.
How to evaluate leadership coaching and team coaching to demonstrate a return on investment, as well as broader measures of success such as wellbeing.

Learning outcomes

By the end of the module, students should be able to:

• Identify and describe in depth a comprehensive range of theoretical perspectives relating to leadership coaching and team coaching.
• Critically evaluate the knowledge and skills of leadership and team coaching and interpret these in relation to context.
• Creatively apply and integrate the knowledge and skills into own practice, through critical reflection on, and evaluation of personal strengths, identifying areas for development.
• Communicate effectively by sharing information and discussing good practice in the design and delivery of leadership and team coaching, using the current course guides to presentation and referencing.

Indicative reading list

Blakey, J., and Day, I. (2012) Challenging Coaching: Going Beyond Traditional Coaching to Face the FACTS. London Nicholas Bearly Publishing.
Bossons, Patricia. The Neuroscience of Leadership Coaching : Why the Tools and Techniques of Leadership
Coaching Work, Bloomsbury Publishing Plc, 2015. ProQuest Ebook Central.
The practitioner's handbook of team coaching / edited by David Clutterbuck, Judie Gannon, Sandra Hayes, Ioanna Iordanou, Krister Lowe and Doug MacKie (2019)
Creating a coaching culture : developing a coaching strategy for your organization. Peter Hawkins (2012) OU Press.
The SAGE handbook of coaching. Cox, E., Bachkirova, T. and Clutterbuck, D. (2018) (eds) The Complete Handbook of Coaching. London: Sage Publications.
Hawkins, P. (ed) (2014 ) Leadership team coaching in practice : developing high performing teams. London Kogan Page.
The Center for Creative Leadership Handbook of Leadership Development, edited by Velsor, Ellen Van, et al., John Wiley & Sons, Incorporated, 2010. ProQuest Ebook Central.
The Center for Creative Leadership handbook of coaching in organizations / by Douglas D. Riddle, Emily R. Hoole, and Elizabeth C.D. Gullette, editors (2015)
Advancing executive coaching : setting the course for successful leadership coaching / Gina Hernez-Broome and Lisa A. Boyce, editors ; foreword by Allen I. Kraut (2011)
O'Neil, M. B. (2007) Executive Coaching with Backbone and Heart: A Systems Approach to Engaging Leaders with Their Challenges. San Fransisco Jossey-Bass.
Excellence in Coaching : The Industry Guide, edited by Jonathan Passmore, Kogan Page, Limited, 2015. ProQuest Ebook Central.
Passmore, J. (ed) (2021) The Coaches Handbook. The Complete Practitioner Guide for Professional Coaches. London Routledge.
Thornton, C. (2016) Group and team coaching : the secret life of groups. London Routledge

Subject specific skills

By the end of the module, students should have developed professional skills in the design and delivery of leadership and team coaching. Identify and describe in depth a comprehensive range of theoretical perspectives relating to leadership coaching and team coaching. Critically evaluate the knowledge and skills of leadership and team coaching and interpret these in relation to personal context. Creatively apply and integrate the knowledge into own practice, through critical reflection on, and evaluation of personal strengths, identifying areas for development. Present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.

Transferable skills

By the end of the module, students should be able to communicate verbally in the effective delivery of leadership and team coaching; and in clear written form by critiquing leadership and team coaching practice using the current course guides to presentation and referencing. Exercise initiative and personal responsibility. Demonstrate a critical evaluation of complex theoretical concepts, and the ability to translate these into practice. Demonstrate sound judgement, decision-making and initiative in complex and unpredictable situations. Independent learning ability required for continuing professional development. Demonstrate originality in the application of knowledge. Ability to deal with complex issues both systematically and creatively. Demonstrate the ability for self-reflection and to enhance self-awareness in complex and unpredictable situations. Independent learning and the ability to work in a way which ensures continuing professional development. Critically to engage in the development of professional activities. Carefully and thoroughly present material in clear written form by identifying, analysing and applying key texts and practices using appropriate and adequate structure, spelling, grammar, syntax, length and referencing.