Coaching as a leadership (5cr)

Objective

Learning Outcomes of the Course
The purpose of the course is to learn the tools and theoretical basis of coaching leadership and to apply what you have learned in developing your own leadership.
The student becomes acquainted with coaching leadership as a tool for motivation and encouragement, and knows and understands the thinking and operating methods of coaching leadership as part of effective leadership work. In addition, she identifies the strengths and challenges of coaching leadership and learns to evaluate the use or implementation of coaching leadership as part of organizational development. The student is able to apply operating models and various tools in individual and team management situations and develop organizational coaching management practices to build and inspire a work community.

Content

Contents
- coaching as a leadership in a changing world of work
- the principles of coaching leadership and its benefits
- coaching leadership relationship and its areas of application
- the role and basic skills of the coach
- coaching tools and methods

Assessment criteria, satisfactory (1)

Evaluation criteria - grades 1 and 2
Sufficient 1
The student is able to differentiate and classify the concepts of coaching leadership and understand the theory and methods of the topic by describing the implementation with the help of these. The student is able to deal with the topic from different perspectives and present key results and development suggestions. The student is able to develop his / her organization from the perspective of his / her own job role and take responsibility for his / her own work. The student is able to evaluate his / her competence and identify his / her own development target. The student reports illustratively, but the report contains illogicalities and shortcomings.

Satisfactory 2
The student applies the theory of coaching leadership and defines key concepts. The student finds solutions to problems and illustrates the results with examples. The examples show understanding and one’s own thinking that has a connection to theory. The student is able to co-operate responsibly in a problem-solving situation and take responsibility for the work. The student is able to evaluate his / her own competence with the help of examples. The student reports consistently and illustratively, but it has shortcomings.

Assessment criteria, good (3)

Evaluation criteria - grades 3 and 4
Good 3
The student is able to analyze the essential and limited theory and concepts of coaching leadership, the choices of which the student is also able to justify. The student demonstrates the ability to analyze, monitor and specify the development of an area of expertise and / or research data. The student leads or plans a development project in which he applies new methods. The student develops the operation of the organization, finding a solution alternative and combining theory and practice. The student is able to evaluate his / her own competence based on it and is able to develop it. The student reports in an illustrative, consistent, and reasoned manner.
Commendable 4
The student structures the whole of the central theory and concepts of coaching leadership, which he / she is able to reflect critically. The student evaluates, monitors and analyzes the development of the area of expertise and international research data. The student leads and / or plans a development project in which you solve a practical problem. The student evaluates the process and the outcome in terms of usability and theory. The student reflects on his or her own skills and development and reports expertly, logically and analytically.

Assessment criteria, excellent (5)

Evaluation criterion - grade 5
Excellent 5
The student produces new perspectives or new knowledge on coaching leadership. The student critically evaluates and interprets professional development and international research data. The student reflects on the topic at the societal level and defines the key concepts related to special expertise in the field in relation to each other. The student demonstrates the responsibility for development in the accumulation of new knowledge and practices in his or her professional field, as well as in the purposeful learning of the organization. The student leads a development project in which he or she produces and analyzes new information and renews operating methods in the changing operating environment of his or her field. The student reasonably evaluates, analyzes and compares the process, the outcome and the proposed measures that are related to the set goals and criteria. The student evaluates the development of his / her own competence in a critical, holistic and versatile way. The student reports convincingly, presenting a clear logically advancing entity in which to connect things in a new way, demonstrating critical thinking. The student writes an argumentative, insightful, and flawless factual style.