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Resource Guide
Leadership Development Resource Guide Langara College Resource Guide Page 1 © Jackson Consulting Group, 2012 August, 2012 Contents Contents Introduction 6 Collegiality 7 Respect and inclusivity 7 Openness 10 Resolving conflict 11 Books 13 Programs offered by Langara Continuing Studies 13 Problem Solving & Decision Making 14 Decision-making steps 14 Comfort in ambiguous or uncertain environments 16 General assignments 16 Books 16 Articles 17 Programs offered by Langara Continuing Studies 17 Organizational Awareness 18 Learn how the organization functions 18 General assignments 19 Books 19 Websites 20 Innovation 21 Become an innovative leader 21 General assignments 22 Books 23 Articles: 23 Websites 23 Integrity 24 Values and authenticity 24 Developing trust 24 Books 26 Articles 27 Langara College Resource Guide Page 2 © Jackson Consulting Group, 2012 August, 2012 Contents Websites 27 Professional Maturity 28 Emotional Self-Awareness 28 Maintaining composure 28 Admitting mistakes and taking responsibility 29 Personal discipline 30 Books 32 Articles 33 (TRP) Tenacity, Resilience & Patience 34 Demonstrating TRP 34 Resilience through change 35 General assignments 36 Books 37 Articles 37 Aspiration & Self-Development 38 Developing self – general assignments 38 Your individual development plan (IDP) 38 Books 39 Websites 40 Student Focus (and client focus) 41 Building relationships and engagement 41 Books 44 Articles 44 Business Awareness 45 General assignments 45 Books 46 Articles 47 Websites 47 Programs offered by Langara Continuing Studies -
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. -
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