MQM1TSC: Professional Certificate in Team and Systemic Coaching (PCTSC)

Module code: MQM1TSC

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 30

Level: 7

When you'll be taught: Full year

Module convenor: Ms Judith Fairweather, email: j.fairweather@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students:

Talis reading list: Yes

Last updated: 19 November 2024

Overview

Module aims and purpose

This module is designed for experienced coaches (minimum 100 hours’ coaching experience) and, therefore, builds the capability and capacity of students to act as an effective team coach.  It aims to increase students’ level of self-awareness, team-awareness and systemic awareness (the team in relation to its broader system(s)), providing a real focus for students on developing their ‘way of being’ as a team coach (confidence, courage, connection, and continuing).  The module blends theoretical and researched underpinnings with team coaching practice supported by professional team coaching competency frameworks.  Taught by academics and practitioners in the field of team coaching, it aims to develop students’ behavioural flexibility to increase the effectiveness and appropriateness of team coaching interventions and to increase student awareness of the ethical and practical issues in relation to team coaching.

Module learning outcomes

By the end of the module, it is expected that the student will be able to: 

1. Identify and write reflectively on their personal strengths and development areas as a team coach, including their way of being as a team coach and their development journey to date, along with their plans for further development, linking this to relevant tools, models, frameworks, and academic literature/research.  
2. Demonstrate their knowledge, skills and abilities in relation to the professional team coaching competency frameworks  through observed practice.  
3. Contract for, design and deliver team coaching interventions (at least 35 hours of team coaching practice), recognising the distinctions between team coaching, team facilitation, team building and team development and drawing on relevant/appropriate tools, models, frameworks, academic literature/research.  
4. Effectively manage any presenting complex team/systemic inter-personal relationships and ethical issues to prepare them to operate in a competitive market.  

Module content

• Introduction to the programme  
• Introduction to team and organisational (systems) coaching.  
• The business case for team and organisational (systems) coaching   
• Team Coaching Competencies  
• Developing self-awareness  
• Contracting in team and organisational (systems) coaching.  
• Developing team awareness   
• Team purpose, identity and values   
• Group dynamics   
• Developing systemic awareness  
• Facilitating learning and development in teams   
• Tools and techniques for team coaching  
• Coaching supervision 

Structure

Teaching and learning methods

 Teaching methods include working in small groups with tutor support, as well as working in pairs and triads.  

Teaching includes input from tutors with facilitated discussions, demonstrations of techniques and practice in small groups. Plenary discussion and discussions in breakout groups are encouraged. Feedback is given regularly and coaching supervision is used to support development. Workshop based teaching is supported by self-directed learning using learning platform resources and recommended reading.   

Inter-Workshop coaching practice sessions take place.  

After the final workshop, additional coaching with non-course participants take place.  The programme continues with online Group Supervision.  

A personal learning log is kept throughout the programme. 

The contact hours are shown for one semester in the table below for illustrative purposes only. The actual timing will vary depending on your cohort start date. 

Study hours

At least 60 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

To achieve the Professional Certificate in Team and Systemic Coaching, a minimum of 50% must be achieved in the summative assignment.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.  Participants are provided with both written and verbal feedback from tutors and peers from their observations of the participant’s team coaching practices throughout the programme.

Reassessment

Additional costs