Base Knowledge
Not Applicable
Teaching Methodologies
The teaching and learning methodologies of this course are aligned with the student-centered pedagogical model, combining theoretical and practical methods. Lectures using presentations are fundamental for the introduction and discussion of the concepts of Change Management and Coaching (e.g., theoretical models and intervention tools). The use of case studies allows the analysis and discussion of organizational changes and coaching practices, developing diagnostic and critical analysis skills. With role-playing exercises, simulations and individual and team coaching exercises, the development of behavioral skills and competences is promoted, such as active communication, leadership and problem-solving. Classroom discussions and reflections are interactive moments to brainstorm ideas, share experiences and reflect on challenges related to change management and coaching.
Learning Results
To know coaching as a professional practice, framing it within other personal, professional and
organizational development practices;
To understand individual and organizational change generated from coaching processes;
To understand the importance and usefulness of coaching in the organizational change process
management;
To know the main characteristics of a coaching process;
To know the determinants of success of a coaching process, as a change-generating process.
Program
1. Coaching as a personal, professional and organizational development practice
1.1 What is coaching and its areas of influence
1.2 Coaching relationship with other development practices such as consulting, mentoring, psychotherapy,
or counseling
1.3 The coach (coaching professional)
2. Change management and coaching processes
2.1 Type and level of results of a coaching process
2.2 Coaching as part of other individual and organizational change projects
2.3 The leader-coach
3. Phases and key components of a coaching process
3.1 The initial assessment
3.2 Methods and intervention techniques
3.3 Monitoring and evaluation of results
4. Determinants of success in a coaching process
4.1. The organization
4.2 The coachee
4.3 The coach
4.4 Match coach-coachee
Curricular Unit Teachers
João Pedro Dias Fontes CostaInternship(s)
NAO
Bibliography
-Baron, L., & Morin, L. (2009). The Coach–Coachee Relationship in Executive Coaching: A Field Study.
Human Resource Development Quarterly, 20 (1) Spring, 85-106.
-Boyce, L. A., & Hernez-Broome, G., (2011). Introduction: State of Executive Coaching: Framing Leadership
Coaching Issues. In G. Hernez-Broome & L. A. Boyce, Advancing Executive Coaching. Setting the course
for successful leadership coaching (Eds.) (pp. xliii-lxi). San Francisco: John Wiley & Sons.
-Correia, M. e dos Santos, N. (2011). Psicologia e Coaching. In Lopes, Palma, -Ribeiro e Cunha (Eds.),
Psicologia Aplicada. Editora RH.
-Grant, A., Passmore, J. Cavanagh, M. & Parker, H. (2010). The state of play in coaching. International
Review of Industrial & Organizational Psychology, 25, 125-168.
-Rego, A., Cunha, M. P., Oliveira, C. e Marcelino, A. (2007). Coaching para Executivos. Escolar Editora.
-Zeus, P. & Skiffington, S. (2004). Coaching Practico en el Trabajo. Madrid: MacGraw-Hill.