Executive consulting, coaching - BMEGT52S161

The aim of the course is to deepen the coaching skills and methodological competences that enable the effective management of the executive coaching process, i.e. the effective support of leaders, their performance, development, learning and adaptation to change. Students on this course will gain an understanding of the basic processes and trends of coaching, as well as the specificities of executive coaching. They will learn methods of identifying coaching needs and acquire the tools and skills to plan, contract, implement and evaluate the effectiveness of the coaching intervention once completed.

1. Knows the characteristics of the role of an executive coach.
2. Knows the possible goals and outcomes of executive coaching, and can adapt it to reality.
3. Knows the characteristics of the coaching process to support managers effectively, to promote their performance, development, learning and adaptation to change.
4. Familiar with the stakeholder perspective in identifying coaching topics and objectives.
5. KNows the trends in coaching
6. Knows the methods to be used in coaching.
7. Knows the stages of the coaching process.

1. Able to assess coaching needs.
2. Ability to select the tools and methods needed to make the coaching process effective.
3. Ability to structure the coaching process.
4. Ability to measure the effectiveness of the coaching process.

1. Accepts, understands and represents the complexity of psychological phenomena.
2. Adheres to professional competence boundaries.
3. Open and motivated for self-development.
4. Open and motivated to apply acquired knowledge.
5. Open and cooperative with the instructor and fellow students in the acquisition of knowledge and practice.
6. Open to the use and application of information technology tools.
7. Open to trying out exercises and using self-learning materials.

1. Takes responsibility for his own work.
2. Open to feedback to others and open to accept feedback from the teacher and peer students.
3. Self-motivated and proactive in completing assigned tasks.
4. Adheres to the time and quality limits given for tasks.
5. Carries out individual assignments according to the criteria given.
6. Adheres to teamwork to complete assigned/received tasks.
7. Strives for quality professionalism.

Lectures, interactive class assignments, group work, solving practical tasks.

• Tankönyvek, jegyzetek, letölthető anyagok – Textbooks and downloadable material:
• Kötelező irodalom - compulsory literature:
• Athanasopoulou, A., Dopson, S.: Developing Leaders by Executive Coaching: Practice and Evidence. Ox-ford University Press, 2015.
• Bates, B. (2015) The Little Book of Big Coaching Models. Pearson.
• Bluckert, P.: Psychological Dimensions of Executive Coaching. McGraw-Hill – Open University Press, 2006.
• Bossons, P., Kourdi, J. & Sartain, D. (2012). Coaching essentials: Practical, proven techniques for world- class executive coaching. London: Bloomsbury.
• Cox, E, Bachkirova, T. & Clutterbuck, D.: The Complete Handbook of Coaching. Sage – Footprint, 2010.
• Cope, M.: A coaching módszertana. Manager Könyvkiadó, 2007.
• Goldsmith, M., Lyons, L., & Freas, A. (eds.): Coaching for leadership: How the world's greatest coaches help leaders learn. Jossey-Bass - Pfeiffer. 2000.
• Jones, G., Gorell, R.: 50 Top Tools for Coaching: A Complete Tool Kit for Developing and Empowering People. Kogan Page, 2009.
• Lee, G.: Leadership Coaching – from personal insight to organisational performance. CIPD, 2003.
• Ludeman, K., Erlandson, E.: Coaching the alpha male. Harvard Business Review, 82(5), 58-67. 2004.
• MacKie, D.: Strength-based leadership coaching in organizations: an evidence-based guide to positive le-adership development. Kogan Page, 2016.
• McMahon, G., Archer, A.: 101 Coaching Strategies and Techniques. Routledge, 2010.
• O’Neill, M. B.: Coaching – A vezetői szerep és feladat tudatosítása. HVG Kiadó, 2008.
• Palmer, S., Whybrow, A.: Handbook of Coaching Psychology: A Guide for Practitioners. Routledge, 2007.
• Passmore, J., Underhill, B., Goldsmith, M. (2019) Mastering Executive Coaching. Routledge.
• Passmore, J.: Leadership coaching – Working with leaders to develop elite performance. Kogan Page, 2010.
• Sperry, L.: Executive Coaching. Brunner – Routledge. 2004.

The assessment of the learning outcomes set out in point 2.2 is based on the preparation of an individual homework, its presentation and the answering of questions related to the topic.

A. Szorgalmi időszakban végzett teljesítményértékelések részletes leírása: Részteljesítmény-értékelés (aktív részvétel): a tantárgy tudás, képesség, attitűd, valamint önállóság és felelősség típusú kompetenciaelemeinek egyszerűsített értékelési módja, melynek megjelenési formája a felkészült megje-lenés és tevékeny részvétel az interaktív előadások és a kiscsoportos gyakorlatok folyamatában. B. Elméleti összefoglaló dolgozat (házi dolgozat): melynek megjelenési formája az egyénileg készített házi fel-adat, a házi feladat tartalmát, követelményeit, beadási határidejét értékelési módját a tárgyfelelős határozza meg.

• aktív részvétel : 25
• házi dolgozat : 75
• összesen: : 100

Az aláírás megszerzésének feltétele, hogy a 3.4. pont szerinti projektfeladatok mindegyikét teljesítse.

The individual homework may be handed in by the deadline specified in the TVSZ.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 04.11.2024.

A 2.2. pontban megfogalmazott tanulási eredmények eléréséhez a tantárgy a következő tematikai blokkokból áll. Az egyes félévekben meghirdetett kurzusok sillabuszaiban e témaelemeket ütemezzük a naptári és egyéb adott-ságok szerint.