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Praise for the Previous Editions of Making Sense of Change Management
Praise for the previous editions of Making Sense of Change Management ‘I commend it highly. It has a good coverage of relevant theoretical work while at the same time giving plenty of practical examples. It is written in an accessible style that engages the reader and it is full of useful ideas without being overly prescriptive or formulaic.’ Philip Sadler, author of a number of acclaimed business titles and former chief executive of Ashridge Business School ‘I really enjoyed this book. I like the straightforward approach, the inclusion of the author’s opinion and the insight provided by the case studies. This book will be very useful for those business managers in my organization who need to prepare themselves for tackling major organizational change.’ Andy Houghton, Managing Director of YSC and former Head of Organization Development, Retail Direct, Royal Bank of Scotland Group ‘There has long been a need for a readable, practical but theoretically under-pinned book on Change which recognized a multiplicity of perspectives. By combining the behavioural, humanistic, organizational and cognitive perspectives and by helping the reader make sense of what each perspective brings to understanding Change, this book should help students and practitioners. By linking in work on personality tests such as MBTI™ the book breaks new ground from a practitioner point of view not least because these tests are widely used in practice. I thoroughly recommend it.’ Professor Colin Carnall, Chief Executive, Executive Education, Cass Business School ‘If you’re interested in successfully managing and leading change, then read this book! It not only covers change from both the individual and organizational perspective, but also increases the number of options available to you.’ Judi Billing, former Director of IDeA Leadership Academy, Improvement and Development Agency ‘Change is a huge thing wherever you work. -
C O U R S E C a T a L
COURSE CATALOG Table of Contents President’s Message 1 Admission Application Process 26 Academic Calendar 2 Application Form 26 Introduction 3 Application Fee 27 Vision 4 Resume 27 Mission 4 Recommendation Forms 27 Values 4 Transcripts 27 Institutional Student Learning Grade Point Average Requirements 27 5 Outcomes Grade Point Average Exemption Petition 28 Institutional Policies and Procedures 6 Test Scores 28 Commitment to Diversity 6 English Proficiency 28 Equal Employment Opportunity Statement 6 International Students 28 Notice of Nondiscrimination 6 Transfer Credit 29 Student Grievance Policy and Procedures 6 Request for Transfer Credit/Veteran 30 Notice of Right to Alter or Amend Policies Education Benefits Only 8 and Procedures Review Process and Admissions 30 Harassment Policy 9 Interviews Disability Services 11 Admission Acceptance 30 Family Educational Rights and Privacy Act Notification of Admissions Decisions 31 12 of 1974 (FERPA) Notice of Official Admission Offer 31 Religious Holidays 13 Right to Revoke Offer 31 Health/Safety Policies and Procedures 14 Acceptance of Admission Offer/Intent-to- 31 Policy Statement 14 Enroll Form Campus Communication 14 Tuition Deposit 31 Medical Emergencies 14 Deferred Enrollment 32 Campus Emergencies 14 Study Course Load Policy 32 Campus Security Report 16 Non-Matriculating Seeking Students 32 No Smoking Policy 16 Post-Acceptance Application/Different 32 Drug-Free Workplace and Campus 16 Program Post-Acceptance Application to Additional Students’ Rights and Responsibilities 17 32 Areas of Study -
ES6009: Coaching, Mentoring and Supervision
ES6009: Coaching, Mentoring and Supervision. Ethics .............................................................................................................................. 2 Reflection ........................................................................................................................ 3 Mini Essays ..................................................................................................................... 4 To what extent does the need to appear competent and capable in the eyes of a peer interfere with the ability to engage in a peer coaching relationship? ........................... 4 To what extent is it legitimate to focus on solutions in a coaching and mentoring relationship as opposed to issues and problems?.......................................................... 9 Application to practice: ................................................................................................ 13 Appendix I: Self-Awareness. ........................................................................................ 16 Appendix II: The Grow Model. .................................................................................... 17 Appendix III: Mentoring: ............................................................................................. 18 Appendix IV: CBT as an approach. .............................................................................. 20 Ethics This portfolio will acknowledge the ethical considerations required for me to undertake this module. The rights and anonymity of all participants -
COACH E-GUIDE
Erasmus + KA2 – Cooperation and Innovation for Good Practices - Strategic Partnerships C.O.A.C.H. e-GUIDE Project number 2015-1-IT02- Student Material, Instructor material and Bibliographies KA201-014883 Module 1: - Foundations Of Coaching Overview Module Sections Online Course Material Live Training Definitions Definitions of coaching, mentoring Group work on core characteristics of and therapy a coach What coaches do Roles and boundaries in coaching, Setting contracting for coaching and including contracting mentoring related to ICF and AoC core Overview of key skills and outcomes competencies of coaching History of Network diagram of key influences in Characteristics of coaching v’s Coaching the development of the coaching mentoring v’s therapy models profession, including research and Characteristics of coaching current model Models of coaching 7 Eyed Model of Background reading to the model in Review of model and how it informs Coaching context of coaching the professional work Understanding Communication model and Johari Window Communication understanding basic filters. Levels of Learning – practical work Johari Window Communication Model leading into Levels of Learning Communication exercises applied in Cause and Effect coaching for teaching and learning Values and belief structures Listening for values in conversation Core Competencies Overview of ICF CC’s Coaching sessions throughout the day Overview of AoC CC’s – building experience using the core Assessment against CC’s competencies ICF and AC Background to Accreditation and Background to Accreditation and Accreditation course requirements course requirements Methodology for Key outline of assessment and 3 Loop learning and reflection model C.O.A.C.H portfolio work process, definitions and course requirements C.O.A.C.H e-GUIDE 2 Overview Materials Understanding coaching and being able to use the skills across leadership, You may print the module and create management, teaching and learning means understanding the your own working file. -
Proquest Dissertations
nm u Ottawa L'Universit<5 canadienne Canada's university mn FACULTE DES ETUDES SUPERIEURES FACULTY OF GRADUATE AND ET POSTDOCTORALES U Ottawa POSTDOCTORAL STUDIES !,'University oanadienne Canada's university William Courville AUTEUR DE LA THESE / AUTHOR OF THESIS Ph.D. (Religious Studies) GRADE/DEGREE Department of Classics and Religious Studies FACULTE, ECOLE, DEPARTEMENT / FACULTY, SCHOOL, DEPARTMENT Coach, Therapist, or Spiritual Director?: An Analysis of Discourse about Spirituality as Used in Professional Coaching TITRE DE LA THESE / TITLE OF THESIS N. Goldenberg DIRECTEUR (DIRECTRICE) DE LA THESE / THESIS SUPERVISOR CO-DIRECTEUR (CO-DIRECTRICE) DE LA THESE / THESIS CO-SUPERVISOR EXAMINATEURS (EXAMINATRICES) DE LA THESE/THESIS EXAMINERS P.Beyer T/Trost_ P. Piovanelli K. Raab Gary W. Slater Le Doyen de la Faculte des etudes superieures et postdoctorales / Dean of the Faculty of Graduate and Postdoctoral Studies Coach, Therapist, or Spiritual Director?: An Analysis of Discourse about Spirituality as Used in Professional Coaching William J. Courville Thesis submitted to the Faculty of Graduate and Postdoctoral Studies In partial fulfillment of the requirements For the PhD degree in Psychology of Religion Department of Classics and Religious Studies University of Ottawa © William J. Courville, Ottawa, Canada, 2009 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington OttawaONK1A0N4 Ottawa ON K1A 0N4 Canada Canada Your file