Coaching (in English)

The course has a workshop and training character. The aim of the course is to introduce the concept of coaching and its types. Learning about the origins of coaching, links to other disciplines. The block is a discussion with the use of cases. In addition, during the classes, students will become familiar with a variety of coaching tools, from question building, including Cartesian questions, the principles of active listening, through the Dilts pyramid, priority wheel, self-analysis diagram, Walt Disney's method, to time lines, visualization and other latest solutions used in coaching. Students learn the full coaching procedure. They will become familiar with the zero session. They will go through the various phases of coaching. They will work on difficult coaching situations. Additionally, they will explore the application of coaching in managerial work and in working with a team. The course will provide knowledge, skills and competencies that enable a person to function as a leader

The activities are of a workshop nature. The assumption of the subject is to make the students familiar in practice with the wide range of types and varieties of coaching. The presentation of coaching methods and tools applied in coaching. Teaching the skill of conducting coaching talks with the use of appropriate visual techniques, adequate for the specific types of coaching. The presentation of the links between coaching and associated disciplines.

Literatura podstawowa:

M.B.O.Neill, Coaching kadry menedżerskiej [Managerial Staff Coaching], Rebis, Poznań 2005; B.Peltier, Psychologia coachingu kadry menedżerskiej ? teoria i zastosowanie [Managerial Staff Coaching Psychology ? Theory and Application], Rebis, Poznań 2005; E. Parsloe, Coaching i Mentoring [Coaching & Mentoring], Wydawnictwo Petit, Warszawa 1998.

Literatura uzupełniająca:

V. Lombardi, 26 lekcji wybitnego coacha [26 Lessons of an Outstanding Coach], Studio Emka, Warszawa 2003, M. Cavanagh, Coaching from a Systemic Perspective: A complex adaptive conversation; D.S. Stober, A.M. Grant, at: Evidence-based coaching Putting best practices to work for your clients, New York, Valley 2006; M. Downey, Effective coaching, TEXERE, New York 2003, http://coachingvalley.com/

Kryteria oceniania:

referaty/eseje: 10.00%

ocena z ćwiczeń: 30.00%

projekty: 60.00%

The course has a workshop and training character. The aim of the course is to introduce the concept of coaching and its types. Learning about the origins of coaching, links to other disciplines. The block is a discussion with the use of cases. In addition, during the classes, students will become familiar with a variety of coaching tools, from question building, including Cartesian questions, the principles of active listening, through the Dilts pyramid, priority wheel, self-analysis diagram, Walt Disney's method, to time lines, visualization and other latest solutions used in coaching. Students learn the full coaching procedure. They will become familiar with the zero session. They will go through the various phases of coaching. They will work on difficult coaching situations. Additionally, they will explore the application of coaching in managerial work and in working with a team. The course will provide knowledge, skills and competencies that enable a person to function as a leader

The activities are of a workshop nature. The assumption of the subject is to make the students familiar in practice with the wide range of types and varieties of coaching. The presentation of coaching methods and tools applied in coaching. Teaching the skill of conducting coaching talks with the use of appropriate visual techniques, adequate for the specific types of coaching. The presentation of the links between coaching and associated disciplines.

Literatura podstawowa:

M.B.O.Neill, Coaching kadry menedżerskiej [Managerial Staff Coaching], Rebis, Poznań 2005; B.Peltier, Psychologia coachingu kadry menedżerskiej ? teoria i zastosowanie [Managerial Staff Coaching Psychology ? Theory and Application], Rebis, Poznań 2005; E. Parsloe, Coaching i Mentoring [Coaching & Mentoring], Wydawnictwo Petit, Warszawa 1998.

Literatura uzupełniająca:

V. Lombardi, 26 lekcji wybitnego coacha [26 Lessons of an Outstanding Coach], Studio Emka, Warszawa 2003, M. Cavanagh, Coaching from a Systemic Perspective: A complex adaptive conversation; D.S. Stober, A.M. Grant, at: Evidence-based coaching Putting best practices to work for your clients, New York, Valley 2006; M. Downey, Effective coaching, TEXERE, New York 2003, http://coachingvalley.com/

Kryteria oceniania:

referaty/eseje: 10.00%

ocena z ćwiczeń: 30.00%

projekty: 60.00%

The course has a workshop and training character. The aim of the course is to introduce the concept of coaching and its types. Learning about the origins of coaching, links to other disciplines. The block is a discussion with the use of cases. In addition, during the classes, students will become familiar with a variety of coaching tools, from question building, including Cartesian questions, the principles of active listening, through the Dilts pyramid, priority wheel, self-analysis diagram, Walt Disney's method, to time lines, visualization and other latest solutions used in coaching. Students learn the full coaching procedure. They will become familiar with the zero session. They will go through the various phases of coaching. They will work on difficult coaching situations. Additionally, they will explore the application of coaching in managerial work and in working with a team. The course will provide knowledge, skills and competencies that enable a person to function as a leader

The activities are of a workshop nature. The assumption of the subject is to make the students familiar in practice with the wide range of types and varieties of coaching. The presentation of coaching methods and tools applied in coaching. Teaching the skill of conducting coaching talks with the use of appropriate visual techniques, adequate for the specific types of coaching. The presentation of the links between coaching and associated disciplines.

Literatura podstawowa:

M.B.O.Neill, Coaching kadry menedżerskiej [Managerial Staff Coaching], Rebis, Poznań 2005; B.Peltier, Psychologia coachingu kadry menedżerskiej ? teoria i zastosowanie [Managerial Staff Coaching Psychology ? Theory and Application], Rebis, Poznań 2005; E. Parsloe, Coaching i Mentoring [Coaching & Mentoring], Wydawnictwo Petit, Warszawa 1998.

Literatura uzupełniająca:

V. Lombardi, 26 lekcji wybitnego coacha [26 Lessons of an Outstanding Coach], Studio Emka, Warszawa 2003, M. Cavanagh, Coaching from a Systemic Perspective: A complex adaptive conversation; D.S. Stober, A.M. Grant, at: Evidence-based coaching Putting best practices to work for your clients, New York, Valley 2006; M. Downey, Effective coaching, TEXERE, New York 2003, http://coachingvalley.com/

Kryteria oceniania:

referaty/eseje: 10.00%

ocena z ćwiczeń: 30.00%

projekty: 60.00%

The course has a workshop and training character. The aim of the course is to introduce the concept of coaching and its types. Learning about the origins of coaching, links to other disciplines. The block is a discussion with the use of cases. In addition, during the classes, students will become familiar with a variety of coaching tools, from question building, including Cartesian questions, the principles of active listening, through the Dilts pyramid, priority wheel, self-analysis diagram, Walt Disney's method, to time lines, visualization and other latest solutions used in coaching. Students learn the full coaching procedure. They will become familiar with the zero session. They will go through the various phases of coaching. They will work on difficult coaching situations. Additionally, they will explore the application of coaching in managerial work and in working with a team. The course will provide knowledge, skills and competencies that enable a person to function as a leader

The activities are of a workshop nature. The assumption of the subject is to make the students familiar in practice with the wide range of types and varieties of coaching. The presentation of coaching methods and tools applied in coaching. Teaching the skill of conducting coaching talks with the use of appropriate visual techniques, adequate for the specific types of coaching. The presentation of the links between coaching and associated disciplines.

Literatura podstawowa:

M.B.O.Neill, Coaching kadry menedżerskiej [Managerial Staff Coaching], Rebis, Poznań 2005; B.Peltier, Psychologia coachingu kadry menedżerskiej ? teoria i zastosowanie [Managerial Staff Coaching Psychology ? Theory and Application], Rebis, Poznań 2005; E. Parsloe, Coaching i Mentoring [Coaching & Mentoring], Wydawnictwo Petit, Warszawa 1998.

Literatura uzupełniająca:

V. Lombardi, 26 lekcji wybitnego coacha [26 Lessons of an Outstanding Coach], Studio Emka, Warszawa 2003, M. Cavanagh, Coaching from a Systemic Perspective: A complex adaptive conversation; D.S. Stober, A.M. Grant, at: Evidence-based coaching Putting best practices to work for your clients, New York, Valley 2006; M. Downey, Effective coaching, TEXERE, New York 2003, http://coachingvalley.com/

Kryteria oceniania:

referaty/eseje: 10.00%

ocena z ćwiczeń: 30.00%

projekty: 60.00%