PSYC4727: Intensive July, 2022

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Units PSYC4727 Intensive July 2022 [Block mode]

Unit outline_

PSYC4727: Positive Organisational Coaching

Intensive July, 2022 [Block mode] - Camperdown/Darlington, Sydney

Overview

How can psychology help create 'healthy' workplaces? Executive and management coaching have emerged as important factors in the enhancement of performance, engagement and well-being in the workplace, This unit examines key issues in contemporary executive and workplace coaching and equips students with the knowledge and skills to provide world-class executive and management coaching, The emphasis is on critical evaluation of theory and application to practice, Although primarily focused on positive psychology, solution-focused and cognitive- behavioural approaches to coaching in organisations, the application of psychodynamic (eg Kilburg) and systems (eg O'Neil) approaches to the enhancement of performance and well-being are also considered. The unit covers issues in senior executive coaching, coaching middle management, establishing manager-as-coach programs, and the use of positive psychology in the workplace.

Unit details and rules

Academic unit	Psychology Academic Operations
Credit points	6
Prerequisites ?	PSYC4721 and PSYC4722
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sean O'Connor, sean.oconnor@sydney.edu.au
Demonstrator(s)	Casey Squires, casey.squires@sydney.edu.au
Demonstrator(s)	Renee Lockwood, renee.lockwood@sydney.edu.au

Type	Description	Weight	Due	Length
Tutorial quiz	Mid-Term Quiz See Canvas for details.	10%	Week -03	See Canvas for details.
Outcomes assessed:
Tutorial quiz	End-of-Term Quiz See Canvas for details.	10%	Week 01	See Canvas for details.
Outcomes assessed:
Assignment	Proposal See Canvas for details.	40%	Week 02	See Canvas for details.
Outcomes assessed:
Assignment	Essay See Canvas for details.	40%	Week 03	See Canvas for details.
Outcomes assessed:
= hurdle task ? = group assignment with individually assessed component ?

Assessment summary

Mid-Term Quiz & End-of-Term Quiz: If you do not attempt either Quiz, you may apply for Special Consideration (if you have reasons to do so), from which the only outcome is a replacement assessment. If you do not attempt either Quiz and are not awarded Special Consideration, you will simply receive 0 for the relevant Quiz.
Proposal: If you do not attempt the Proposal by the closing date, you may apply for Special Consideration, from which the only outcome is a replacement assessment. If you do not attempt the Proposal by the closing date and are not awarded Special Consideration, you will simply receive 0 for the Proposal.
Essay: If you do not attempt the Essay, you will need to apply for Special Consideration, from which the only outcome is a replacement assessment. If you do not attempt the Essay and are not awarded Special Consisderation, you will receive an Absent Fail (AF) grade for this unit, as the Essay is a compulsory assessment.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 02	1. Coaching in organisations; 2. Organisational coaching relationships; 3. Contracting and ethical issues; 4. Evaluating engagements	Seminar (7.5 hr)
Week 02	1. Coaching program design; 2. Organisational coaching at multiple levels; 3. Executive coaching; 4. Ethics in organisational coaching	Seminar (7.5 hr)
Week 04	1. Leadership in organisations; 2. Positive psychology in organisations	Seminar (7.5 hr)
Week 04	1. Organisational culture and climate; 2. Wellbeing of and in organisations	Seminar (7.5 hr)
Week 06	1. Additional material; 2. Review and catch-up; 3. Development planning	Seminar (7.5 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate competence in developing coaching programs and proposals
LO2. demonstrate understanding of ethical and professional practice related to organisational coaching
LO3. conduct evaluation of a coaching program
LO4. demonstrate understanding of the core issues in executive and organisational coaching
LO5. demonstrate an understanding of leadership in organisations and coaching applications
LO6. Identify knowledge on wellbeing in organisations, and positive organisational theory and approaches relevant to coaching.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Student feedback and Unit of Study Surveys are used to improve teaching and learning outcomes.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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