Advanced coach skills - BMEGT52S217

The aim of the course is to enable the participants to deal with the more complex and challenging so-called “difficult cases” of the coaching process, which in any case require greater preparation on the part of the coach. Participants can more effectively manage the development of trust and responsibility during the coaching relationship.

1. Knows the specifics and possibilities of the process of psychological change.
2. Knows the phenomenon of response mechanisms and resistance.
3. Knows the specifics of the systemic approach.
4. Knows and recognizes the specifics of difficult coaching situations.
5. Can be familiar with the tools and methods by which so-called “difficult cases” of the coaching process can be handled in a more complex and challenging way.
6. Knows the possibilities of developing trust and responsibility.

1. Able to challenge and confront the client empathetically while maintaining respect.
2. Able to respond professionally to strong emotional reactions from the client.
3. Able to maintain his/her own sense of psychological security and professional autonomy under expectations and pressure.
4. Able to consciously manage the coach - client (sponsor) - client triangle situation.

1. Cooperates with the lecturer and peer students in expanding knowledge.
2. Develops himself/herself by continuously acquiring knowledge and using the acquired knowledge.
3. Tries to integrate the acquired knowledge into everyday life (study, private life, work).
4. Open to receiving new knowledge.
5. Open to continuous self-improvement and self-reflection.

1. Thinks from a systems perspective.
2. Independently performs the evaluation and analysis of individual tasks and research work related to a given topic.
3. Openly accepts well-founded critical comments.
4. Take responsibility for his6her own work.
5. In some situations - as part of a team - he cooperates with his peers in solving tasks, and is able to recognize when external help is needed.

Lectures, individual (e-learning) tasks on the moodle interface, questionnaires, use of IT tools and techniques, class assignments in pairs and groups.

• Kötelező irodalom:
• Órai anyagok
• Van Nieuwerburgh, C. and Love, D (2019) Advanced Coaching Practice: Inspiring Change in Others, UK: Sage Publications Ltd.
• Ajánlott irodalom:
• Budde, C. (2017) Történetmesélés a coachingban. Z-Press Kiadó.
• De Haan, E., Bertie, C., Day, A., & Sills, C. (2020). Critical moments of clients and coaches: A direct‐comparison study. Coaching Researched: A Coaching Psychology Reader, 183-204.
• Hawkins, P & Turner, E (2020). Systemic Coaching: Delivering Value Beyond the Individual. Abingdon: Routledge.
• Lawrence, P., Moore, A. (2019) Coaching in Three Dimensions. Meeting the Challenges of a Complex World. New York: Routledge.
• Louis, D. & Fatien Diochon, P. (2019). Complex situations in coaching: A critical case-based approach. New York: Routledge.
• Morgan, K. (2019). The Coach’s Survival Guide. OUP, New York.
• Möller, H., & Zimmermann, J. (2022). Difficult Situations in Business Coaching. Springer
• Pliopas, A. (2017). Drawing the Triangle: How Coaches Manage Ambiguities Inherited in Executive Coaching. Brazilian Administration Review, 14(4), 1-23.

The learning outcomes stated in point 1 are evaluated on the basis of e-learning homework and summative study performance evaluation.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: A. Részteljesítmény-értékelés (aktív részvétel): a tantárgy tudás, képesség, attitűd, valamint önállóság és felelősség típusú kompetenciaelemeinek egyszerűsített értékelési módja, melynek megjelenési formája a felkészült megjelenés és tevékeny részvétel az interaktív előadások és a kiscsoportos gyakorlatok folya-matában. B. Részteljesítmény-értékelés (házi feladat): online feladat, amelynek során a hallgató önállóan végez a meg-adott témában a tárgyhoz kapcsolódó kutatómunkát. C. Elméleti összefoglaló dolgozat (házidolgozat): melynek megjelenési formája az egyénileg készített há-zi feladat, a házi feladat tartalmát, követelményeit, beadási határidejét értékelési módját a tárgyfelelős határozza meg.

• aktív részvétel: 50
• online feladat: 25
• Összesen : 75

• házi dolgozat: 25

Részvétel a kontaktórák min. 70%-án. Online házi feladatok teljesítése.

1. AZ E-LEARNING HÁZI FELADATOK A LEADÁSI HATÁRIDŐ UTÁN AZ ELŐRE MEGADOTT PÓTLÁSI HATÁRIDŐKIG DÍJMENTESEN PÓTOLHATÓK. 2. AZ ÖSSZEGZŐ TANULMÁNYI TELJESÍTMÉNYÉRTÉKELÉS A PÓTLÁSI IDŐSZAKBAN – ELSŐ ALKALOMMAL – DÍJMENTESEN PÓTOLHATÓ VAGY JAVÍTHATÓ.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 13.03.2023.

The aim of the course is to enable the participants to deal with the more complex and challenging so-called “difficult cases” of the coaching process, which in any case require greater preparation on the part of the coach. Participants can more effectively manage the development of trust and responsibility during the coaching relationship.